


OL EFFICIENCT MONGCJRAIMLS 



3LICITY CAMPAIGNS 

FOR BETTER 
SCHOOL SUPPORT 

\r.RX ANDKR AND THKISEN 



PUBLICITY CAMPAIGNS 

FOR 

BETTER SCHOOL SUPPORT 



SCHOOL EFFICIENCY MONOGRAPHS 

laiexanber anb tKfjeijfen 

Publicity Campaigns for Better School Support 

Education of Defectives in the Public Schools 

Rural Education and the Consolidated School 

JitttterUJottji 

Problems in State High School Finance 

Cobp 
Commercial Tests and How to Use Them 

€aton 
Record Forms for Vocational Schools 

Scales for Measuring Special Types of English 
Composition 

jWc^nbteto 

The Public and Its School 

iHafjonep 
Standards in English 

iHeab 

An Experiment in the Fundamentals 

^earsfon 
The Reconstructed School 

a^eeb 

Newsboy Service 

i^tc})atbs^on 
Making a High School Program 

tZTibpman 
The Teaching of Spelling 



SCHOOL EFFICIENCY MONOGRAPHS 

PUBLICITY CAMPAIGNS 

FOR 

BETTER SCHOOL SUPPORT 

BY 

CARTER ALEXANDER, Ph.D. 

'I 

SOMETIME FIRST ASSISTANT STATE SUPERINTENDENT 

DEPARTMENT OF PUBLIC INSTRUCTION 

STATE OF WISCONSIN 

SOMETIME PROFESSOR OF SCHOOL ADMINISTRATION 

GEORGE PEABODY COLLEGE FOR TEACHERS 

AND 

W. W. THEISEN, Ph.D. 

DIRECTOR DIVISION OF REFERENCE AND RESEARCH 

BOARD OF EDUCATION 

CLEVELAND, OHIO 




YONKERS-ON-HUDSON, NEW YORK 

WORLD BOOK COMPANY 
1921 



0~\'^nA^ 



WORLD BOOK COMPANY 

THE HOUSE OF APPLIED KNOWLEDGE 
Established, 1905, by Caspar W. Hodgson ^ %^ 

YONKERS-ON-HUDSON, NeW YoRK I JP 

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Publishers of the following professional 
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Copyright, 1921, by World Book Company 
All rights reserved 



i1 



^ PREFACE 

^ rT\ HIS book is intended to aid those struggling to secure 
r^ A adequate financial support for schools. In one day 
last year three Wisconsin cities rejected school bond 
issues by popular vote, and conditions promise to be even 
harder this year. Reports from various parts of the 
country indicate that similar conditions may be expected 
for several years. At the same time we have strong 
evidence from a number of investigations that in most 
communities the amount of money spent for public schools 
depends mainly upon how well the cause of the schools is 
presented to the public. 

There is urgent need for some one to make the tech- 
nique used in successful school campaigns available for 
the many communities that must shortly secure increased 
school support or have their schools irretrievably injured. 
This book undertakes to supply the need. To this end 
the authors studied carefully some seventy successful cam- 
paigns for better school support, representing all parts of 
the country and cities of every size. They devoted less 
time to many others. For all unsuccessful campaigns of 
which they could learn — a large number — ^they ascertained 
the causes of failure as definitely as possible. Such work, 
however, could have accomplished little had it not been 
for the many superintendents who generously contributed 
the results of their observation and experience to aid 
others in similar diflSculties. To these superintendents, 
more than to any one else, is due whatever merit this 
book possesses. 

The investigations which resulted in its publication were 
undertaken primarily for the benefit of Wisconsin schools 
and of the school men who collaborated in furnishing 
material. Reports on various phases of the work have 

Iv] 



PREFACE 

been made from time to time at educational associations 
in the state and elsewhere. It was originally the inten- 
tion to publish the results in a bulletin of the Wisconsin 
State Department of Public Instruction. A manuscript 
for this purpose was completed in March, 1920. Lack of 
funds and other complications forced the abandonment of 
this form of publication. To aid in school-support cam- 
paigns, parts of the material and elaborations of certain 
features were published during 1920 and 1921 in The 
American School Board Journal^ The Journal of Educa- 
tional Research^ The Educational Review^ The School 
Review, and the 1920 Year Book of the Pennsylvania 
Schoolmen's Week. It was impossible, however, to issue 
the most valuable part of all, the concrete examples and 
illustrations. As time wore on, so many requests for aid 
in campaigns poured in that it was finally decided to 
revise the material and make it available for all in the 
only feasible way, by publication with a private company. 
For this the authors, of course, receive no compensation. 
Acknowledgments are due to Superintendent Gary of 
Wisconsin, without whose encouragement the work could 
not have been done, and to Dr. F. C. Touton of the Wis- 
consin State Department of Public Instruction for criti- 
cism of the manuscript. Much of the work on the 
bibliography was done by Mr. Thomas Dudley Brooks, 
Fellow in Education, University of Chicago, in a course 
there conducted by Dr. Alexander during the summer 
of 1920. 

Carter Alexander 
W. W. Theisen 



[vi] 



CONTENTS 

CHAPTER PAGE 

I. Are Publicity Campaigns for Better 

School Support Advisable? .... 1 

II. The Campaign Staff 9 

III. Groups to be Reached by the Campaign 19 

IV. Avenues and Instruments of Approach 

TO THE Public 22 

V. How TO Select Arguments and Illustra- 
tions 62 

VI. How TO Prepare and Circulate the 

Material for Effective Publicity . . 79 

VII. The Campaign under Way 88 

VIII. Examples of Good Publicity Material 
Used in Successful Campaigns for 
Better School Support 93 

Selected Bibliography 151 

Appendix 159 

Index 161 



[vii] 



PUBLICITY CAMPAIGNS 
FOR BETTER SCHOOL SUPPORT 

CHAPTER ONE 

Are Publicity Campaigns for Better School 
Support Advisable? 

I. THE problem 

THESE are trying days for those charged with financ- 
ing school systems. A Kttle while back, out-of-date 
and overcrowded buildings, unseemly large classes, fre- 
quent resignations of the best teachers because of low 
salaries, the steadily lowering quality of the new teaching 
recruits, dissatisfied taxpayers, all evident in many places, 
testified to the fact. 

The present financial stringency is to some extent 
checking the resignations of competent teachers and 
sending a better class of young people into teacher train- 
ing. But this is the only one of the conditions mentioned 
before that is not still testifying to the diiBBculties of 
school finance. Furthermore, the current widespread 
demands that teachers shall suffer reductions in salary 
similar to those of other workers, bid fair shortly to remove 
this single exception. A school system with all the money 
it really needs is scarcely to be found. 

In this critical situation the school board and the super- 
intendent must be "good providers." Whatever else they 
undertake, they must first of all try to secure adequate 
financial support for the schools in their charge. For- 
tunately they may find a safe guide in the fundamental 
truth so well phrased by Superintendent Cooper of Seattle, 
"When the people understand that funds are needed and 

[1] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

have confidence in the school management, they show 
themselves willing to fm-nish the necessary funds." 

Frequently school policy has been determined by the 
belief that the only thing necessary to secure this increased 
school support is for the board and superintendent to 
exercise their full powers. But can ultimately better sup- 
port be secured through the direct and relatively speedy 
decisions and acts of school authorities alone? Is it not 
rather to be sought through arousing public opinion, a 
procedure which necessarily takes time and effort? More 
specifically, can school boards and superintendents count 
on deciding for themselves when bond issues and increased 
taxes for schools are imperative? Or are campaigns and 
"drives" for increased school support inevitable if the 
public schools are to be adequately maintained? 

Each of these two methods of procedure can cite, for its 
side, examples of apparent success in securing greater 
school support. But many communities whose school 
boards have gone ahead by themselves to raise school 
taxes have later experienced a reaction which has left the 
school even worse off than at the start. Inevitably the 
observer wonders whether this reaction could not have 
been avoided by the board's taking pains to arouse the 
public to the need of the increased school expenditures 
before the increase was authorized. Accordingly it seems 
advisable to consider if without publicity campaigns 
there is a possibility of securing and retaining the greater 
school support needed at the present time. Whether such 
support is ordered by the school board or secured through 
a publicity campaign, three things are clear : (1) the schools 
must have more money; (2) the amount should be ade- 
quate; and (3) the increase ought to be permanent. The 
answers to the questions raised will accordingly treat in 
order these three phases of increased school support. 

12] 



ARE PUBLICITY CAMPAIGNS ADVISABLE? 

II. CAN ANY INCREASED SCHOOL SUPPORT BE SECURED 
WITHOUT PUBLICITY CAMPAIGNS? 

Material increases in school support can in most cases 
come only from the pockets of local taxpayers. It is true 
that in a few states substantial amounts of state or 
national money are available for local districts. But local 
taxpayers must in some way sanction the increase in state 
appropriations, for they know that they will have to pay 
their proportionate part of such increase. Furthermore, 
to secure this outside money the district must in nearly 
every case raise more money locally than before. Often 
the extra sum to be raised locally must equal the new 
amount from the outside. For practical purposes, then, 
any increase in school support means that the local tax 
rate must be increased. 

In actual practice this increase in the local school tax 
can be accomplished in only four ways. Some educational 
board may order the increase on its own authority. Again, 
this educational board may induce some general board of 
control, e.g., a city council, to order the increase. Where 
a city has a special charter, the increase sometimes can be 
secured only with the approval of the legislature. Where 
the consent of the legislature must be obtained before the 
local school tax can be increased, that body practically 
always does as it believes the voters in the district desire. 
In most cases, however, there are limits beyond which it 
is unlawful for a school board or a city council to raise 
school taxes without a vote of authorization from the 
electors in the territory involved. For many school dis- 
tricts these limits were reached long ago. 

In Wisconsin it is essential to have the voters convinced 
that increases in school taxes are advisable. In all cases of 
schools under the district organization — a form including 

[3] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

all rural schools, all state graded schools, and practically 
all those of the smaller cities — ^the amount of school tax 
is determined by the electors at the annual district meet- 
ing. The special city school tax of 8 mills can in cities of 
the third and fourth classes be voted only by the city 
coimcil, which of course can best be influenced by public 
opinion. In cities, bonds for school purposes cannot be 
issued without a popular vote, if 10 per cent of the voters 
in the last general election request submission to the people. 
Under present conditions in most school systems pub- 
licity campaigns are advisable in connection with all efforts 
to secure any increased school support, 

III. CAN ADEQUATE SCHOOL SUPPORT BE SECURED WITHOUT 
PUBLICITY CAMPAIGNS? 

Some school authorities sincerely believe that it is 
unnecessary to go to the public for anything except 
technical or legal approval on school expenditures. But 
numerous facts show that this view is unsound. We have 
too many cases of superintendents who have secured public 
authorization for increased school expenditures through 
campaigns, when their boards at first said it could not be 
done. Instances are fairly common of school systems so 
overcrowded, teachers so poorly paid, or the need of medi- 
cal inspection and school nurses so evident, that aggressive 
bodies of citizens have taken it upon themselves to look 
into conditions and to arouse the public to remedy them. 

Up to 1900 it was comparatively easy to finance the 
public schools because only a cheap type of education was 
demanded and provided. Still, "The school truly consti- 
tuted the chief interest of the majority of the taxpayers." ^ 
Since then the expansion of public school work in many 

1 Talbert, Wilford E., "To Bond or Not to Bond," American School 
Board Journal, April, 1918, page 21. 

[4] 



ARE PUBLICITY CAMPAIGNS ADVISABLE? 

lines has increased its cost enormously, and at the same 
time there has been a huge increase in other government 
expenses. "What wonder, then, that when it becomes 
necessary to raise money for new improvements, the tax- 
payer asks if there isn't some other way to obtain it than 
by taking it out of his pocketbook?" ^ 

Again, the citizens who are called upon to pay the 
increased school costs became accustomed to "drives" for 
large sums during the war period. They are likely now 
to ignore claims for money that are presented in a simple, 
quiet, or unemphatic manner. The schools must compete 
with demands for good roads, street improvement, city 
buildings, higher salaries for city officials, and pleas from 
philanthropic or patriotic associations. All of these com- 
peting interests make elaborate and forceful campaigns 
for more money. 

In addition to the constantly increasing and very severe 
pressure of taxes, the hardships due to high prices and lack 
of business cause many people to hold back on any proposal 
to increase expenditures which aflFect their tax payments. 

Finally, many schools are now running up to the full 
tax levies possible without a direct vote of the people. 

There is probably not one school system in a hundred 
where the people can be induced to vote increased school taxes 
for the amount needed at the present time without a well- 
directed and vigorous campaign of publicity. 

IV. CAN PERMANENT SCHOOL SUPPORT BE SECURED 
WITHOUT PUBLICITY CAMPAIGNS.? 

All experience indicates that permanent adequate sup- 
port for schools is not to be had in a district unless the 
school policy is approved at times by a safe majority of 
the voters. To secure this majority, continuous general 
publicity work and special publicity campaigns at critical 

1 Ihid. [ 5 ] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

times are advisable. Superintendent Newlon, when at 
Lincoln, Nebraska, well phrased this idea in a letter to the 
writers: 

Of course a school system must continually carry on 
the right sort of publicity program. We were able to 
carry the bonds very largely due to the fact that for 
two years we have kept constantly before the people 
the need for new buildings. When we finally came to 
the proposition of issuing bonds, a sentiment had been 
built up in the community that was easily crystallized 
into a favorable vote. 

Not infrequently the public will bring to time a board 
that does not dare or wish to raise school taxes — ^for 
example, one dominated by a certain class of wealthy 
taxpayers. Again, there is nothing like an aroused public 
opinion for making a certain type of politician see the 
light. This is the politician on the school board who is 
running on a platform of economy, but only for economy 
in school expenditures, while graft and waste may run 
riot in other civic expenditures. If merely thoughtless or 
inclined to be a "trimmer,'' he will soon be silenced; if 
obstinate, public opinion will defeat him when he comes 
up for reelection. For all such opposition in the board, 
votes will indicate more clearly than anything else what 
the public desires. 

Even if the question of increasing school support is 
technically handled by some board under a continuous 
publicity program, a majority of the citizens will favor it, 
or at least will not be opposed. Whatever explanations 
are necessary will thus be made in advance, voluntarily 
and in a way to command respect. Ex post facto explana- 
tions of a board on raising school taxes are necessarily 
apologetic or defensive. They do not inspire confidence 
in the administration making them, and a school board 

[6] 



ARE PUBLICITY CAMPAIGNS ADVISABLE? 

without public confidence can do little to secure better 
school support in the future. 

We may reasonably conclude, then, that in the long run, 
whenever any considerable increase in school support is to 
be asked, the safest and most profitable course is to conduct 
a publicity campaign, or at least a "campaign of educa- 
tion" on the matter. 

To those school-board members and superintendents 
who have regarded campaigns for increased school sup- 
port as wholly unnecessary or even as an evil, a final word 
is advisable. A campaign of this sort, if properly man- 
aged, is highly educational for the general public on 
school matters. Since, as a part of our democratic theory, 
we allow much liberty to the community in school affairs, 
opportunities should be provided at times for all to think 
seriously and clearly on vitally important educational 
issues. School campaigns furnish such opportunities. 
They also furnish occasions for the fulfillment of a funda- 
mental duty of those charged with the responsibility for 
the training of our children, the duty of educating the 
public in regard to the needs of its schools. 

The foregoing is suflScient to establish the need for care- 
ful investigation of the technique of successful publicity 
campaigns for better school support, with a view to assist- 
ing all school executives who must undertake such cam- 
paigns. The need for making the successful technique 
available for others is all the more urgent since we have 
strong evidence that in most instances the amount of 
money spent in a community for public schools depends 
mainly upon how well the cause of the schools is pre- 
sented to the public by the school authorities.^ 

^ See Evenden, E. S., Teachers' Salaries and Salary Schedules (N. E. A. 
Commission Series, No. 6), pages 131-132; Burgess, W. Randolph, 
Trends of School Costs, page 133; Clark, Earle, "The Growth of Cities 
and Their Indebtedness for Schools," Elementary School Journal, Vol. 18, 
page 381. iiji 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

The remainder of this book aims to supply school au- 
thorities who wish to raise greater funds for school support 
with the necessary technique and concrete material to 
insure a successful campaign. More specifically. Chapter 
Two takes up the staff and general organization that are 
advisable. Chapter Three analyzes the groups to be 
reached. Chapter Four discusses the avenues and instru- 
ments of approach to the public. Chapter Five dis- 
cusses how to select arguments and illustrations that will 
convince voters. Chapter Six is intended to guide one in 
preparing and circulating this material for effective pub- 
licity. Chapter Seven outlines the successive steps in a 
composite campaign, made up from the best procedure in 
all the successful campaigns studied. This may be used 
as a check list by those who wish to conduct a campaign 
in their own school system. Chapter Eight presents 
numerous illustrations and suggestions from successful 
school campaigns which may be used for any school system 
where it is difficult to secure better school support. The 
bibliography will enable any reader to work out more 
exhaustively any phase of special interest. 



(81 



CHAPTER TWO 

The Campaign Staff 

TO make a success of any undertaking, skillful manage- 
ment is required. The importance attached to an 
efficient executive staff in military and political campaigns 
is apparent to every one. In business a concern succeeds 
or fails chiefly through the ability or lack of ability dis- 
played by its executive staff. A school campaign must 
have a managing staff capable of operating at a high 
degree of efficiency. This staff must be fully informed as 
to the facts and adhere strictly to them. The public is to 
be informed and not misled. From the standpoint of 
organization the staff must first of all have a directing 
head or general manager in whom the whole organization 
is centralized. In addition there needs to be a supporting 
body or campaign committee. This body advises with 
the manager on proposed poUcies, helps him arrive at 
courses of procedure, and assists him in actually carrying 
out the pohcies fixed upon. The functions and duties of 
each, the method of selecting members of the campaign 
staff and their methods of work, will be discussed in the 
remainder of this chapter. 

I. THE GENERAL MANAGER OR DIRECTING HEAD 

The position of general manager usually falls to the lot 
of the superintendent, whether he is self-appointed or 
chosen. It is true that there have been a few notable 
exceptions to this, particularly in some of the more recent 
salary campaigns in large cities, but in the great majority 
of cases he occupies this position. In fact, it is doubtful 
whether any superintendent can long retain public con- 
fidence in his ability, if he does not prove to be the real 
educational leader at such times. He may not always 

[9] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

appear in the foreground in person, but he supplies the 
vital directing energy. 

The superintendent is usually the one who must carry 
out the preUminary steps. His proposals of what needs 
to be done are discussed with the members of his board. 
Sometimes this preliminary work may extend over a long 
period of time. Thus Superintendent Bradford of Kenosha 
writes, "My plan has been to begin sometimes a year 
ahead to talk in committee meetings and on all possible 
occasions to school-board members about the things that 
should be done." 

If the attitude of the board is favorable, plans for an 
actual campaign can be laid at once. If not, the super- 
intendent must employ other means. If he deems it advis- 
able, a survey of the educational needs of the community 
may be called for. In many cases arrangements are made 
for the selection of an executive committee which shall 
have active direction of the campaign. This committee, 
as we shall see later, has exceedingly important functions 
to perform. 

Methods of work. The general manager in school cam- 
paigns, as in enterprises of any other kind, is the centraliz- 
ing force. He must see that the various component forces 
are properly harnessed together and made to work toward 
the solution of the one big task to be accomplished. He 
devises plans of action, gives careful attention to those 
suggested by others, and sees that every helpful source is 
utilized. While much of the actual work may be carried 
on nominally by the executive or campaign committee, he 
must exercise considerable supervision over the work of 
this committee. The general manager sees that the whole 
machine is functioning properly and that it works the 
whole field. 

There are two types of successful campaign manager. 

[10] 



THE CAMPAIGN STAFF 

The one is out in the open leading his forces, while the 
other directs from behind the scenes. The former speaks 
for the issue before public gatherings of various kinds. 
He uses the newspapers freely. His personal elBForts are 
evident even to the most casual observer. The latter, on 
the other hand, keeps closely in touch with his staff, 
advises them on what to do, allows his assistants to take 
the honors for things accomplished, but in the main keeps 
out of the spotlight. There are many examples of success- 
ful managers of each type. 

In any given case the method of operation to be chosen 
must be a matter of judgment. The personality of the 
manager and the general attitude of the community 
toward public education are factors to consider. A strong, 
vigorous leader, who exercises tact and good judgment 
and who is a convincing speaker, is likely to succeed as 
an "open type" campaign manager. In many ways, how- 
ever, the manager who remains largely behind the scenes, 
particularly if he happens to be the superintendent of 
schools, has a distinct advantage. He is shielded to a 
certain extent from public criticism that might injure his 
general usefulness for the schools. If he manages his 
forces successfully, he can appear to be allowing his fel- 
low workers to do the real work and let them receive the 
credit that goes with it. The demand for increased finan- 
cial support of the schools may appear also to come more 
nearly from the soul and body of the community, rather 
than from the manager, who may be charged with striving 
for personal achievement. 

II. THE CAMPAIGN COMMITTEE 

Functions. The simple organization which comprises 
little more than the superintendent as general manager, 
does not suflBce for large school campaigns. They need 

[11] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

some sort of a committee organized for the specific pur- 
pose of carrying on the work or assisting those in imme- 
diate control and operating under the general direction of 
the managing head. This campaign committee fulfills 
three important functions. In the first place it serves as a 
buflFer between the school authorities and the public. 
Being a body of representative public-spirited citizens, 
it tends to secure public confidence, a prerequisite to all 
successful enterprises. In its buffer function it serves to 
protect the superintendent and the board from public 
criticism. Responsibility for the acts of the campaign 
rests upon the committee rather than upon the board or 
the superintendent. 

The second function of the committee is an advisory 
one. It counsels with the superintendent and the school 
board, giving them the advantage of mature judgment and 
close observation of the trend of public sentiment. Reports 
of progress made from time to time and the policies of 
procedure are discussed with the general manager. 

The third function that may be performed by the com- 
mittee is more definitely executive. The members may act 
as assistants to the director or as experts in a certain 
phase of the campaign work, such as advertising or general 
publicity. To carry on its work more effectively the com- 
mittee frequently has several subcommittees. The sub- 
committees may consist of specialists, or they may call to 
their aid a staff of trained assistants. 

How a campaign committee performs some of its 
functions, together with its form of organization and 
operation, is illustrated in the case of St. Louis. In the 
Bond Issue Campaign of 1916 the board of education 
appointed a "Committee of the Board on Bond Issue.'' 
The "committee believed that it was important that the 
citizens, independent of the board or its officers, should 

1 12] 



THE CAMPAIGN STAFF 

undertake the work of securing a favorable vote. For that 
reason a mass meeting of citizens was called in the assem- 
bly room of the board of education. The meeting organ- 
ized and provided for the appointment of a campaign com- 
mittee to be called the Citizens' School Bond Committee, 
whose business it would be to spread correct informa- 
tion and arouse the people to a sense of their responsi- 
bility.'' . . . "The work of this committee was to 
raise funds, maintain a speakers' bureau handling all 
speaking engagements for the campaign, and maintain a 
publicity bureau to provide the press with full informa- 
tion on the progress of the campaign.'' In addition there 
was a "General Committee on the Bond Issue," repre- 
senting the principals and teachers. Cooperation was also 
secured from various patrons' organizations, the central 
committees of the political parties, and other civic organ- 
izations.^ 

An important task, either of the committee or of the 
manager, should be to select specialists in various types of 
work. In any campaign the committee has abundant 
need of persons who are skilled in advertising or general 
publicity work, persons who are gifted in interviewing 
others successfully, and persons who are adept at platform 
speaking. The task of finding and choosing such special- 
ists is a part of the work of the campaign committee. 

It is the business of the members of the committee or of 
its staff of assistants to prepare material for dissemination. 
Some members may devote most of their efforts to this 
type of work, while others spend a portion of their time 
in meeting, advising with, and directing committees 
appointed by various organizations to assist in the cam- 
paign. In addition to these duties the members may 
engage in personal campaign work. 

^ Report of Board of Education, St. Louis, 1917, pages 281-287. 

[13] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

A good illustration of the use of subcommittees of 
specialists is afforded by Los Angeles. The several 
teachers' associations joined forces under the title of 
"The Los Angeles Teachers' Organizations/' To take care 
of the various phases of the campaign this body appointed 
an Executive Committee on Publicity to assist the pub- 
licity manager and pass upon the details of the campaign, 
and a number of special committees — data, exhibit, salary, 
and auditing committees — were included. The publicity 
manager was supplied with a staff of specialists, including 
a secretary and copy man, a news and copy man, a motion- 
picture camera man, a man for art work, an exhibit man, 
and a man in charge of charts and statistics. Besides these, 
personal interviewers were trained. A corps of five 
persons spent two weeks in thorough and intensive 
training.^ 

How to select the campaign committee. A digest of the 
literature of school campaigns indicates that the way to 
secure a strong campaign committee is to make it up of 
members, each of whom has ability or influence in at least 
one of several fields. Representatives of certain groups in 
the community, good executives, and persons with special 
abilities, as we have already indicated, are desirable. Thus 
a strong labor representative, a man with a good knowl- 
edge of real estate values and conditions, a representative 
of the wealthy interests of the community, a specialist in 
advertising, an editor, and a representative of the religious 
organizations of the city can each add material strength 
to the committee. In general two types of persons are 
needed for the committee, — those skilled in "doing things" 
and those who can influence certain groups of people. The 
advertising specialist and the editor are examples of the 

^ Data supplied by Hallock C. Bundy, Los Angeles, Salary Campaign 
Publicity Manager. 

[14] 



THE CAMPAIGN STAFF 

former, and the representatives of labor and capital, of 
the latter. 

Types of campaign committees. Several types of man- 
aging or campaign committees have been used with suc- 
cess. Thus in the Tulsa, Oklahoma, building campaign of 
1919, the committee was in the form of an organization of 
organizations.^ In the successful salary campaign in 
Los Angeles the executive committee on publicity of the 
afBhated teachers' organizations had general control. A 
paid publicity manager with a staff of expert assistants 
was employed. This type of organization is exceptional, 
of course, and can be fully carried out only in the larger 
cities. For the Minneapolis salary campaign all of the 
teachers' organizations were merged into one strong body. 
The teachers of St. Paul also organized the campaign in 
their city. In the words of Superintendent Hartwell, they 
"organized an effective campaign to interest the public and 
the Hennepin County delegation. They succeeded so 
well that the delegation increased the additional amount 
asked for from two mills to two and one-half mills.'' St. 
Louis, as we have noted, had a citizens' committee in 
active charge of the campaign to secure a general increase 
in school funds. 

A number of cities have had a campaign committee from 
the Chamber of Commerce to assist the board and to bear 

^ A similar organization was effected for the 1920 campaign for an 
excess levy to raise the salaries of teachers and for a bond issue for school 
buildings. The campaign committee, made up of representatives of the 
various business and civic organizations, was divided into various sub- 
committees, each performing a given function: a committee on salaries 
and living conditions; an auditing committee to investigate the results 
of the previous bond issue and the present fundamental status; a legal 
committee to advise on the legal rights and steps to be taken; and a 
building committee to investigate the needs of additional buildings and 
improvements. The reports of these subcommittees were embodied in a 
bulletin which appeared over the signatures of twenty-one prominent 
business men representing the leading business and civic organizations. 

[15] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

the brunt of the campaign. Examples of this sort are 
furnished by Oklahoma City, Berkeley (California), and 
Menasha (Wisconsin). Oklahoma City and Berkeley had 
in addition a "citizens' advisory committee." The avowed 
purpose in each case was to assist the board in the ex- 
penditure of the funds derived from the bonds. The 
active part performed by such a committee may be 
negligible, but its real effect in developing a feeling of con- 
fidence in the sincere intentions of the board may be tre- 
mendous. 

Oakland, California, maintains a School Publicity Com- 
mittee as a part of its regular organization. To quote 
from the report of this committee for 1917-18, "It is a 
well-established principle of business practice that in 
order successfully to develop any enterprise a campaign 
of advertising and publicity must be carried on." ^ This 
committee is made up of representatives of various 
departments of the schools, including the board of educa- 
tion. It is divided into six subcommittees as follows: 
Special Page Publicity, Editorial Staff for the School 
Publicity Sheet, Our Public Schools, High School Pub- 
licity, Files and Records, Board of Education and Finance, 
and Special Features and Advertising. In the building 
campaign of 1918-19 the board had the services also of an 
Advisory Bond Committee composed of twelve leading 
citizens, to pass upon the question of the need of bonds. 
The final drive "was managed by a committee composed 
of the superintendent, the publicity manager (a man 
employed for the purpose), and three other people chosen 
for the campaign work." ^ 

In Johnstown, Pennsylvania, much of the work was 

^ Report of the Superintendent of Schools, 1917-18, page 21. 

2 Fratis, Sue L., "Bond Campaign for School Buildings, Oakland, 
California," EdtLcational Administration and Supervision, January, 
1920, page 36. 

[16] 



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17 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

carried on through an intraschool organization and a citi- 
zens' committee.^ 

III. ORGANIZATION OF THE STAFF FOR WORK 

In principle, the staff organization must be kept as 
simple as possible if it is to work smoothly and effectively. 
Too cumbersome an organization might easily defeat many 
of its own efforts. For a diagrammatic representation of 
the best coordination of a campaign staff, see the organiza- 
tion chart. 

The most crucial point in the organization of the entire 

campaign staff will be found in the interrelation of the 

superintendent or general manager and the campaign 

committee. They must work in complete harmony, and 

each must respond quickly to needs sensed by the other. 

1 "An intraschool organization was formed whereby eight supervisors 
took charge of eight districts of two or more schools. These district 
chairmen were responsible for the direction and development of the 
campaign in their districts. They met every Monday with the super- 
intendent, made specific reports, and discussed and outlined future 
moves in the campaign." School Life, November 15, 1919, page 6. 



(18] 



CHAPTER THREE 

Groups to be Reached by the Campaign 

ONE cannot read the accounts of campaigns that suc- 
ceeded and of campaigns that failed without becom- 
ing impressed with the necessity for reaching all parts of 
the general public. The public is not to be thought of as 
made up of so many individuals. It is rather to be 
regarded as consisting of foci or rallying points about 
which individuals, having interests and desires in com- 
mon, center. The members of any one of these groups 
are, to a large extent, to use Professor Giddings' designa- 
tion, "like minded," so far as their motive for opposing or 
supporting the campaign issue goes. The problem for the 
campaign manager and his staff is to locate these groups, 
to discover the basis for their opposition or support, and 
to work accordingly. Every group of appreciable potential 
strength should be reached. 

The aim should be to win the intelligent support of 
every group. If the members of the different groups 
cannot be reached directly, their leaders must be. Those 
to whom the individuals look for their opinions must be 
won over. A few of the groups that one may expect to 
find were indicated on page 14. Several more are com- 
mon in most communities and must be recognized. A 
number are so important as to call for special treatment. 
Some have interests of a peculiar nature, to which a skill- 
ful appeal needs to be made. Others cannot be reached by 
the usual forms of approach. We may mention the 
following: (1) Illiterates, as distinguished from literates. 

(2) Those unfamiliar with the English language as dis- 
tinguished from those able to read and understand it. 

(3) Women. Women are not so much inclined to exercise 
their voting privileges as a means of warding off increased 

[19] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

taxes as to secure improved school conditions. They can 
usually be enlisted for active, enthusiastic, and effective 
support. (4) Heavy taxpayers. This group includes the 
bankers, real estate owners, manufacturers, etc. Endorse- 
ments from those upon whom the burdens fall heaviest will 
have much weight. (5) Retired farmers. This group is an 
important one to consider in smaller communities, because 
it is usually opposed to high taxes. (6) Families with 
children of school age as opposed to families without 
children or with children beyond school age. Winning the 
support of the latter will generally be much more diflBcult. 
(7) Workers who cannot leave their work, and who must 
be reached either going to and from their place of employ- 
ment, or at it. (8) Young people between the ages of 
about 18 and 20. While not many of these people are in 
school and have not yet secured the ballot, they will in a 
few years have a legal right to vote. They have interests, 
such as athletics, gymnastics, night schools, and com- 
munity-center activities, and become stanch supporters 
when properly approached. (9) School children. The 
pupils can be used to influence their parents. It should be 
remembered also that they will later become the parents. 
Efforts made to train them for effective support will count 
also in campaigns to come. 

For effective dealing with the various groups, this 
principle should in general be kept in mind: Try to win as 
many active supporters in the group as possible. The greater 
the number of intelligent and aggressive supporters that 
can be won, the greater will be the chances of success with 
the rank and file in that group. 

Proper timing of the campaign is an element to consider 
in the analysis of the public for possibilities of support. 
It is advisable to set the time for a drive so as to avoid 
antagonizing any important group that would give 

[20] 



GROUPS TO BE REACHED BY CAMPAIGN 

vigorous support in the matter at a date more suitable to 
its own interests. We refer here to groups engaged in 
furthering campaigns that compete with the schools for 
public funds; e.g., paving, sewers, city hospital, city 
auditorium. From present indications school campaigns 
in many places during the next few years must seriously 
take into account increases in expenditures for good roads 
or soldier bonuses, or agitations for such increases. The 
school campaign should be pushed through before plans 
for competing campaigns are developed. If this cannot 
be done, it should be postponed until the most serious 
effects of other campaigns have worn off. 



21 



CHAPTER FOUR 

Avenues and Instruments of Approach 
TO THE Public 

WITH the selection and organization of the campaign 
stafif accomphshed and with the groups of the 
general public to be reached clearly distinguished, the 
next step is to consider the different avenues and instru- 
ments through which the approach can be made. What are 
the possible communication lines between the staff and 
the field of operations? The press alone is not sujBBcient. 
School reports too often are not read. Neither will per- 
sonal interviewing of a few individuals suflSce in most 
instances. How many communication lines, then, are 
there that may profitably be employed .'^ Which are the 
best? When, where, and how should each be used? These 
are questions well worth considering. 

No matter how thoroughly convinced members of the 
staflf might be, they certainly could not influence the 
voters to any appreciable degree were the staff to remain 
entirely cut off from all means of communication with the 
public. The evidence seems very clear to the writers that 
in many instances communities have failed to provide 
adequate support for schools simply because of a failure to 
develop lines of communication between the school au- 
thorities and the general public. There was thus no real 
chance in such communities for the school authorities, 
who knew what was needed, to influence the various 
parts of the public that were not sensitive to these school 
needs. 

In the school campaigns studied, several avenues and 
instruments of approach to the public have been found 
effective. It is not always possible to make sharp differ- 
entiations between the various means in use or even be- 

[22] 



AVENUES AND INSTRUMENTS OF APPROACH 

tween the items included under each. For convenience 
we have chosen to treat them under the following heads: 
(1) Meetings and speakers. (2) The press. (3) Adver- 
tising. (4) Objective demonstrations of school work. 
(5) Personal campaigning. (6) School surveys. (7) Visits 
to schools by prominent people. (8) Endorsements of 
school work or policy. (9) Letters and post cards. (10) 
Petitions. (11) Advance polling. (12) Active workers. 
(13) Instructions to voters. These will be treated in the 
order given. 

I. MEETINGS AND SPEAKERS 

Kinds of meetings. One of the most important avenues 
of approach to the public is through meetings of various 
kinds. For our purposes we may recognize two broad 
types. First, the superintendent or manager may call 
people together for the specific purpose of considering 
proposals with reference to the school campaign. Second, 
a representative of the campaign staff may appear before 
meetings scheduled for other purposes. Both are com- 
monly resorted to and both are helpful. 

"Booster" meetings of the leaders are good examples of 
the first type of meeting. During the "drive" frequent 
meetings of the managing committee or of the various 
campaign committees are held for the avowed purpose of 
speeding up the work. At such gatherings reports of prog- 
ress to date and plans for the future can be discussed. 

The second type of meeting, however, has on the whole 
distinct advantages over the first. Attendance at meet- 
ings arranged specifically for the purpose of considering 
the question of greater school support is apt to be small or 
to consist largely of those already converted. Those who 
need most to be reached are often absent. The manager 
can overcome this difficulty by taking advantage of and 

[23] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

calling meetings ostensibly for other school purposes, such 
as a school entertainment, a school picture show, or meet- 
ings held on school exhibit days. At La Crosse, for 
example, a three-day school exposition was held. The 
estimated number of visitors was 15,000 persons. In con- 
nection with it short evening programs were put on in 
the school auditorium, at which time the report of the 
Public Welfare Committee on the need for new school 
buildings was presented and discussed, and resolutions 
were adopted petitioning the board of education to peti- 
tion the common council for a bond issue. 

Many kinds of meetings are called for other than 
school purposes, to which the general manager of the staff 
can go. These include community gatherings such as 
picnics, public dinners, and celebrations; school gather- 
ings, including patrons' meetings, entertainments, alumni 
reunions, and teachers' and principals' meetings; meet- 
ings of civic bodies such as the city council, city commis- 
sions and boards, civic. Rotary and Kiwanis clubs; social 
and semi-social clubs, as women's clubs and private clubs; 
business and commercial meetings, including the labor 
council, real estate men's association, commercial club, 
and merchants' and manufacturers' associations; fraternal 
lodges; professional men's organizations, as physicians, 
lawyers, educators; religious organizations, churches and 
their affiliated organizations, ministerial associations, 
Y. M. C. A., Y. W. C. A., and K. C.i 

^ Cities that report making good use of meetings called primarily for 
other purposes include Paducah (Kentucky), Ardmore (Oklahoma), 
Cleveland (Ohio), Kenosha, Menasha, and Watertown (Wisconsin). 
Commencement exercises may be so utilized. In San Antonio, Super- 
intendent Meek capitalized his opportunity to appear before meetings 
of fraternal organizations. 

Cities that report successful results from public meetings held in the 
interest of the school issue include St. Louis (Missouri), Rock Island and 
Decatur (Illinois), Lincoln (Nebraska), San Antonio (Texas), Harris- 

124] 



AVENUES AND INSTRUMENTS OF APPROACH 

Speakers. Persons who are to represent the schools on 
any program should be good speakers. It is a rare audi- 
ence that will be moved by a speaker on any subject, 
unless he can present his case clearly and in a convincing 
manner. Furthermore, it is much more difficult to move 
people to the point of being willing to spend more money 
than it is to get them to do many other things. Personal 
standing and influence on the part of the speaker add to 
his effectiveness. For these reasons the managing staff 
or the speakers' bureau, if there is one, must exercise good 
judgment in its choice of persons for such work. Previous 
platform experience is desirable. 

A number of representative business men should be 
induced to speak one or more times. In St. Louis volunteer 
citizen speakers were used. In most cases public interest 
or the honor of doing something for the schools of the city 
is sufficient to induce capable men to serve. In some cities 
— e.g., Clinton (Iowa) and Menasha — the ministers of the 
city were prevailed on to speak for the proposition from 
their pulpits. The prerequisite is to convert the pros- 
pective speakers themselves to the proposition. Recog- 
nized educational leaders are frequently brought in to 
address public meetings on the campaign issue. In cities 
hke Berkeley, Johnstown (Pennsylvania), and San 
Antonio, four-minute talks were made by the school 
children. In San Antonio, arguments were worked out in 
all the Enghsh classes in the grades and in the high school. 
"The literary and debating societies in the high school 
devoted their meetings to the consideration of the ques- 
tion, and those who in their organizations presented the 
best arguments in support of the bonds were asked to 

burg (Pennsylvania), Clinton (Iowa), Montclair (New Jersey), Beloit, 
Marinette, and Portage (Wisconsin). Lincoln and San Antonio held 
such meetings in each of the school districts of the city. 

[25] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

appear at the public meetings which the committee in 
control conducted." ^ 

Securing opportunities for speakers. To secure a place 
on the program for the topic of schools, the manager must 
watch for all scheduled meetings. As a standard for judg- 
ing his own efficiency in this respect, we may propose the 
following: Does a meeting at which a representative of the 
school campaign should speak, go by without an effective 
speaker to press the case? If the program committee or in- 
fluential members of the organization are properly ap- 
proached in due season, a place on the program for the 
topic will usually be granted without serious objection. 
The manager or some member of his staff should make it a 
point to appear before the executive committee, program 
committee, board of managers, or other officials where the 
campaign issue can be discussed briefly and the question 
of placing it on the program for some scheduled meeting 
of the entire organization taken up. A campaign com- 
mittee within the organization itself can act as an aide 
to the campaign committee proper. 

Much can be accomplished by the superintendent him- 
self, if he is a member of a number of organizations, such 
as the Chamber of Commerce, the Rotary Club, and 
others. Whether a member or not, he usually does the 
speaking before such bodies, and through his intimate 
acquaintance with the members can enlist their active 
assistance. Moreover, he is in a position to build up a 
strong group of supporters before the campaign is fully 
launched before the public. The successful superinten- 
dent must be a genuine "good mixer." He must "mix" not 
for the sake of "mixing," but for the specific purpose of 
keeping influential citizens well informed as to the educa- 
tional needs of the community. 

^ From an unpublished account by Superintendent Meek. 
[26] 



AVENUES AND INSTRUMENTS OF APPROACH 

Nature of addresses. This will of course be determined 
largely by the character of the meetings. Many of the 
talks before organizations, particularly those by a mem- 
ber of the campaign committee within the organization, 
are hkely to be impromptu. These, as well as the lengthy 
prepared talks, should always permit of opportunity for 
questions and discussion. Unfortunately, sermons and 
four-minute talks by adults or by children before theater 
crowds and the like do not ordinarily permit of discus- 
sion. Since, however, it is the effect of repeated impacts 
that is sometimes desired, this is not after all a serious 
drawback. The uninterrupted presentation of a case or 
of an argument probably succeeds better with a certain 
type of voter. 

The points to be emphasized by the speakers are no less 
important than the choice of speakers and require as care- 
ful planning. Arrangements may be made to secure 
speakers and arguments through competition among the 
school children, as at San Antonio. Outlines of points in 
booklet or mimeograph form may be furnished for the 
speakers. In order to avoid stereotyped speeches or to 
secure stress upon certain points on particular days, the 
speakers may be systematically supplied with material. If 
certain arguments are to be used with certain groups, 
this matter needs to receive attention. (See also page 68.) 

II. THE PRESS 

The press is another of the more important avenues of 
approach to the public. In every campaign for public 
support the activity of the press, either in support of the 
proposal or in opposition to it, is evident. It is effective 
because of its wide circulation. Steps should be taken 
early to enlist its cooperation. The failure of the cam- 
paign in at least one large city is attributed to neglecting 

[271 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

to enlist early enough the support of the newspapers. At 
least six distinct objects can be accomplished through the 
proper use of the press. These are : (1) to present the 
need; (£) to explain it fully and see that it is well under- 
stood; (3) to interest parents through the contributions 
of their children; (4) to establish confidence in the schools 
and tlie motives of those who champion their needs; (5) to 
refute objections to proposed increases; (6) to incite to 
favorable action. 

In campaigns conducted over a period of several years 
the nature of the material used may be somewhat differ- 
ent from that used during a drive. It can be simply 
informational in character, with no immediate appeal for 
action. The aim should be to provoke deep and prolonged 
thought, and to develop constant and permanent interest 
in school problems. Constant readers of educational news 
are desired. The long campaign offers a much better 
opportunity to develop permanent supporters than is 
possible in an intensive campaign lasting only a few weeks 
or months. Survey reports, the annual report of the 
board or of the superintendent, special reports on par- 
ticular school problems, a special "school number" of the 
local city papers issued at definite intervals, a regular 
school paper, a school column or department in the local 
daily, and weekly or Sunday papers furnish avenues for 
material for this purpose. 

Many schools aim to maintain a special school depart- 
ment or colunm in the city newspapers. In Oakland one 
of the city papers had during the year as a special feature 
of its Sunday edition a school and playground page. The 
readers came to look for discussions of school matters on 
certain pages. Thus a constant campaign of education on 
school matters is kept up. No. 51 (page 120) gives an illus- 
tration of a three-column heading of the school depart- 

(28] 



AVENUES AND INSTRUMENTS OF APPROACH 

merit carried by the Stuttgart, Arkansas, Grand Prairie 
News, It is held that this method possesses certain advan- 
tages over that of running school news in the regular news 
column. In short campaigns it is probably wise to make 
use of both. Readers accustomed to pass by the school 
department may have their attention caught by an item 
attractively headed in the general news columns. 

In the short campaign a continued bombardment 
through the press must be maintained. The schools, what 
they are doing for the good of the community and what 
they need to carry on their work successfully, must be 
kept before the public. Serial and other articles on 
school activities and needs should appear at short inter- 
vals. These may be illustrated with charts to bring out 
present facts, cuts showing present housing conditions or 
undesirable features thereof, cuts of good buildings in 
other parts of the city or in other cities, by way of contrast, 
sketches and plans for proposed buildings and cartoons 
pertinent to the questions before the public. (See Chap- 
ter Eight.) Superintendent Engleman of Decatur writes 
that yards and yards of columns of articles were written 
to stir up the public through local papers. In Oakland 
during the year 1917-18, "Approximately 528 feet of 
newspaper print, one column wide, was devoted to general 
news relative to the Oakland Public Schools, and approx- 
imately 33 feet of editorial comment on the schools and 
school problems was printed." Superintendent Kent of 
Duluth writes of his experience at Lawrence, Kansas, 
"For three weeks before, each of the city dailies was sup- 
plied with story material on the needs of a new high school ; 
and for one week before, each paper was given a daily 
story." Superintendent Newlon met the reporters daily 
at 10 A.M. during the final days of the Lincoln campaign. 
Rock Island, Illinois, ran a series of articles under the 

(29] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

inviting title of a "Taxpayers' Bulletin." Superintendent 
Cooper of Seattle attributes a good share of the success of 
the campaign in that city to the newspaper publicity. 
During a drive a definite press program or order of presenta- 
tion of articles upon specific points to be emphasized should 
be had. The order of scheduling any given material 
depends upon the object it is to accomplish. This is dis- 
cussed more fully in Chapters Six and Seven. 

If the local newspapers cannot be induced to support 
the measure, the board of education or the committee will 
do well to establish a paper of its own for temporary pur- 
poses at least. Even with the local papers favorable, it 
may be well to do so. Through distribution by the pupils 
every home can be reached. Articles and arguments can 
be given the space they deserve, and they can be issued 
just when most desired. The distracting influence of 
sensational news items and articles on other subjects can 
be avoided by omitting all matter not pertinent to the one 
big question.^ 

In addition to the opportunities to bring the issue before 
the public afforded by other means, special bulletins, 
pamphlets, folders, or leaflets are often used.^ Not every 

1 Among the cities that have come to om* notice in which the board, the 
teachers, or the schools have is sued their own publications and used them 
with effect during the campaign are: Cleveland, Cincinnati, Lincoln 
(Nebraska), Oakland (California), Omaha, St. Paul, and Seattle. A 
number of county superintendents and principals of county training 
schools in Wisconsin publish a four-page news bulletin regularly and use 
it to good advantage in making known the good work that the schools 
are doing and the things that they need. 

2 A special printed bulletin or pamphlet of four or more pages in length 
was issued during the campaign in Buffalo, Cleveland, Des Moines, 
Harrisburg, Indianapolis, Newton (Iowa), Oklahoma City, Paducah 
(Kentucky), Springfield (Illinois), Tulsa (Oklahoma), Rochester (New 
York), Seattle, Wichita, and by the Illinois State Teachers* Associa- 
tion. Some of these have approached the nature of a survey report. In 
a few cities the publishers of a weekly or monthly civic bulletin issued 
in the city have devoted an entire number or more to the needs of the 

[30] 



AVENUES AND INSTRUMENTS OF APPROACH 

person subscribes to the local paper, and many do not 
read it closely. The person who is not reached by one 
method must be approached in some other way. Material 
brought to his attention by his children may strike a 
father as no ordinary newspaper article would do. Again, 
it is advisable to approach people repeatedly but skill- 
fully by using different forms. The desired effect is built 
up through repetition and multiform appeal. One impres- 
sion is rarely if ever sufBciento 

Definite plans should be laid to use a variety of material 
in the press. Editorials in the regular newspapers are 
effective wdth thoughtful citizens. If the policy of the 
paper is favorable, the editor will usually write a few 
strong editorials of his own accord or open his columns to 
the manager. The Los Angeles Examiner in its issue of 
May 9, 1919, carried a full-page complimentary editorial 
to aid the salary campaign. Reports of special committees 
appointed to investigate school conditions and needs 
should always be published and circulated in some form. 
(See pages 49 and 53, and Nos. 4, 5, and 6 also.) Oak- 
land, California, used children's articles to advantage. 
The best articles written on school activities and current 
topics were published in the city or the school papers. 
Berkeley children competed in writing slogans and in 
making posters. (See Nos. 41 and 61.) Letters, articles, 
or bulletins written by taxpayers willing to sacrifice their 
own wealth for the good of the schools can be used with 
telling effect. (See No. 84.) Letters from prominent 
citizens or comments by them, or by some of the investi- 
gators, are frequently given publicity to good advantage. 
Letters written by teachers and by pupils to parents, as 

schools. Thus the "Berkeley Civic Bulletin" for March 15, 1919, "The 
Courier" of March 22, 1919, same city, "The Tulsa Spirit" for March, 
1919, are devoted almost entirely to the local school situation. 

[31] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

they were in Berkeley, are not only effective in the cam- 
paign but furnish splendid motivation for language exer- 
cises. 

III. ADVERTISING 

Advertising plays an important role in all well-managed 
campaigns. The familiar expression of the business world, 
"It pays to advertise," is no less appropriate here. The 
same principles of good advertising apply in attempts to 
secure increased school support by popular vote as in cam- 
paigns for other purposes. The rules foimd valuable in 
advertising campaigns to increase the demand for a given 
product, to develop a new business venture, to win votes 
for political candidates, or to secure attendance at a com- 
ing attraction may well be followed in school-fund drives. 
The idea of contributing to the public good, developed 
during the period of the war, should be capitalized. The 
value of the schools must be kept before the "trade" and 
the demand for good schools made permanent. A feeling 
of need, a desire for the best schools, and a willingness to 
support them must be built up. 

The use of advertisements as an avenue of approach to 
the public is as a rule limited to the immediate campaign 
or "drive." The most common types of advertising 
employed are display advertisements in the papers, slides 
for the moving-picture shows, and miscellaneous media 
like tags, handbills, and posters. Most of the objective 
demonstrations of school work described on pages 34 to 40 
are also a form of advertising. 

Display "ads" in the local papers are just as necessary in 
school campaigns as in the case of any other drive. In the 
opinion of Mr. Hallock C. Bundy, campaign manager for 
the Los Angeles salary campaign, one of the strongest 
factors in the appeal to the public was the display adver- 

[32] 



AVENUES AND INSTRUMENTS OF APPROACH 

tisements.^ During the drive in that city and also those 
in Atchison (Kansas) and CHnton (Iowa), full-page 
advertisements appeared in one or more daily papers. A 
number of cities advertised extensively through school 
papers and bulletins. Berkeley applied the principle 
practiced in Liberty Loan campaigns, of securing adver- 
tisements over the names of business firms. (See No. 57.) 
The Courier of March 22, 1919, contained three 103^ x 133^ 
page and three half-page advertisements of this type. A 
candidate for the city council also committed himself to 
the school proposition in a half-page advertisement an- 
nouncing his platform. 

Some cities have had slides prepared for informing the 
motion-picture patrons of the date of the election. It is 
hardly possible to overdo this work, for many well- 
intentioned or neutral citizens are liable to forget the 
voting day, or at any rate to forget to arrange their business 
in advance so that they will be sure to vote. Brief cita- 
tions of striking facts, slogans, and one-line exhortations 
are also good for slides. (For samples of slogans, see 
No. 61.) 

General publicity and emphasis upon the voting date 
are also secured by various minor forms of advertising. 
Short advertisements and slogans are frequently scattered 
through the body of the newspaper. Similar material is 
used for handbills to be placed on doorsteps, posters, 
placards, tags, and stickers. In all of these things, the 
object is to make the ideas or information so conspicuous 
that few persons can escape them. A few illustrations of 
parts and excerpts of advertisements, handbills, tags, etc., 
will be found in Nos. 53 to 65. 

There is still another type of advertising that may be 

^Leaflet Report of the Los Angeles Teachers' Organizations, May 15, 
1919. 

[33] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

used to call attention to the school election. It does not 
come under the category of printed material. That is the 
living announcement of the coming event in the form of a 
school parade. Not every superintendent would agr*ee 
that this form of advertising has much effect upon the 
voting.^ We believe, however, that a well-organized 
parade of school children in which the lines are well inter- 
spersed with attractive banners and occasional floats 
exhibiting some types of school work attracts attention 
and arouses enthusiasm as little else can. The reports of 
such occasions never fail to appear in the newspapers. 
Superintendent Wilson of Berkeley reports, "The auto- 
mobile parade at one o'clock on the afternoon of the day 
before the election was very effective." Superintendent 
Whiteford of Oklahoma City writes, "Two days before the 
election we staged a downtown parade by school children, 
in which the various schools contested for a prize for the 
school making the greatest hit of the occasion. Many 
ideas were worked out by the various schools, and the 
whole city turned out to see it. It was the one thing that 
awakened enthusiasm." 

IV. OBJECTIVE DEMONSTRATIONS OF SCHOOL WORK 

Objective demonstrations of school work and school 
needs form a necessary part of every campaign, whether 
brief or extended. Such demonstrations, by showing 
what the schools do and the type of training they give, 
tend to establish a feeling of confidence in the work of the 
schools. Besides this, they serve to emphasize the present 
needs. Work that can be carried on in one community or 
in one building, but cannot be offered in another for lack of 
means, often makes the deficiencies stand out. As Super- 

^ Superintendent Bishop of Portage, Wisconsin, writes that the effect 
upon the voting in his city was doubtful. 

[341 



AVENUES AND INSTRUMENTS OF APPROACH 

intendent Carroll of Lawton, Oklahoma, writes, ''Every 
phase of school actwity should contribute or be made a con- 
tributing factor, to bringing about in a lethargic community 
the idea that our school system is a good one, and that the 
only hindrances to a better one are not in the hands of school 
authorities, but in the people themselvesP 

The use of objective demonstrations of school work is 
only an extension of w^hat progressive superintendents have 
been doing in minor school problems for some time. These 
men have found that records of the facts in the case w^ill 
win for schools the things that are necessary when nothing 
else will. Such men have learned to base their proposals 
on incontrovertible facts rather than on unsupported 
opinion. Several have reported that they secured at- 
tendance officers, additional teachers and supervisors, or 
increased appropriations by presenting the facts. Thus 
Superintendent Vasey of Mason City, Iowa, secured an 
attendance officer through pointing out the exact dis- 
crepancies between the census and the attendance for his 
schools. Superintendent Hoskinson of Pinckneyville, 
Illinois, wrote that his fight in West York, Illinois, for an 
additional teacher was won by showing the figures as to 
size of classes, the number of subjects taught, and the 
number of pupils for whom each teacher was responsible. 
Superintendent Carroll of Lawton, Oklahoma, is a type of 
the school executive who secures his increased appropria- 
tions by a detailed budget of the proposed expenditures. 
Superintendent Kent, referring to Lawrence, Kansas, 
wrote, "We increased our supervisory force by experi- 
mentally showing the value of supervision." 

An excellent illustration of the way in which a super- 
intendent may build up a recognition of school needs 
through accurate treatment of important facts in his 
monthly and annual reports, is afforded by Superinten- 

[35] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

dent Chapman of New Brunswick, New Jersey. His 
report for 1919 shows clearly that, in spite of all the space 
that has been provided through new buildings and use of 
the alternating or platoon plan, the enrollment is growing 
so rapidly that many children are still denied full-day 
attendance. 

The work of the schools may be demonstrated objec- 
tively by allowing the citizens to see with their own eyes 
and hear with their own ears what the schools, the teach- 
ers, the pupils, or the graduates are doing, that is worth 
while. For convenience we may distinguish several types 
of demonstrations: (1) those that show the products of 
school work; (2) those that give evidence of training 
received by children; (3) citations of the part played by 
the schools in community activities; (4) records of the 
work of the schools in community welfare; (5) records of 
achievements of pupils in various subjects as compared 
with similar results from other school systems. 

1. The products of the school work may be shown 
through the output of the school shops, kitchens, gardens, 
laboratories, and art rooms, or by pictures of these things; 
through demonstrations of such products in the process of 
making or preparation under school conditions; and 
through motion pictures, slides, and photographs of such 
processes in operation. 

Opportunity for displaying this type of evidence can be 
had through annual and special school exhibit days or 
fairs, downtown show-window displays of school products, 
demonstration classes in classrooms, in school shops, or at 
advantageous places, and running school reels or pictures 
in the moving-picture theaters. There should be a con- 
tinuous effort to advertise the schools through children's 
products, regardless of whether an intensive campaign is 
in progress or not. A few good pieces attractively arranged 

[36] 



AVENUES AND INSTRUMENTS OF APPROACH 

and frequently changing should be on display in conspicu- 
ous downtown places almost always. The show window is 
an important factor in the merchant's business and could 
easily be made so in the case of the schools. 

School exhibitions, if properly advertised or if combined 
with good entertainment features, usually attract a large 
number of visitors and scarcely ever fail to win supporters 
for the schools. La Crosse was especially successful in 
showing the work of the schools to citizens by means of a 
school exhibition. This exposition was held in the school 
gymnasium, each school in the city and each department 
in the high school having a separate booth in which to 
demonstrate its work. During the three days when the 
exposition was open, some 15,000 people, as previously 
mentioned, visited it. This exposition, together with the 
meetings held in connection with it, is credited by the 
La Crosse authorities with having turned the trick in 
favor of a bond issue. 

The most conspicuous and elaborate arrangement of 
school demonstrations and exhibits found was that of 
Los Angeles. During the salary campaign displays of 
school work appeared in more than twenty downtown 
store windows and department stores. The exhibits 
included such things as shop work, industrial-art work, 
nature-study collections, drawing and fine-art work, 
commercial charts, canned goods, sewing, and millinery. 
Demonstration classes were held in a number of prominent 
downtown locations. Entertainments were given in the 
auditoriums of the different schools. Several reels of 
motion pictures showing the schools at work were dis- 
played in the picture theaters of the city. 

2. Some of the previously mentioned devices will show 
the training afforded pupils by school work. But this will 
be more clearly shown by demonstrations of accomplish- 

[37] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

ment in such lines as music, typewriting, shorthand, 
dramatics, and debating. To hear a school band such as 
that at Richland Center or a school orchestra like that at 
West AUis, Wisconsin, should be sufficient to convince any 
normal person of the splendid work of the schools in this 
direction. The various occasions mentioned, especially if 
differences in training are emphasized through contests in 
the specialties, will show the public convincing examples 
of the efficacy of school training. Commencement exer- 
cises in particular, if properly managed, offer a living 
exhibit of what school training can accomplish. Even the 
superiority of good classroom teaching can be demon- 
strated. The school pageant, "Light," devised by Pro- 
fessor Catherine T. Bryce of Yale University, has a most 
forceful presentation of the difference between modern 
socialized recitation work under a good teacher and work 
under a poorly paid and incompetent instructor. 

Whenever visual demonstrations of school work are 
given, there should be interwoven if possible forceful 
presentations of additional buildings or equipment needed 
by the schools. Care must be taken to bring out clearly 
that good conditions are necessary to produce certain 
types of school work and that bad conditions will handicap 
or prevent production in all lines of school effort. The 
school moving-picture lantern can be employed to advan- 
tage for presenting slides showing overcrowded conditions 
in the present buildings in contrast with good buildings in 
neighboring cities. Photographs or sketches of building 
conditions can be placed with other exhibit materials in 
show windows or booths. 

3. An important form of objective demonstration of 
the work of the schools is afforded by the part played by 
the schools in community activities. The schools may 
manage or may take a leading role in such matters as a 

[38] 



AVENUES AND INSTRUMENTS OF APPROACH 

Red Cross "drive" or a "clean up" campaign. The assist- 
ance given by the schools of the country during the 
various war drives is evidence of what they can do. Care 
must be taken to see that due credit is given the schools 
for their part. If the schools make their presence felt in 
all community undertakings, they will tend to create a 
public impression that no such movement can be carried 
on without the assistance of the schools. This will give the 
schools a very valuable prestige when it comes to com- 
peting with other public institutions for additional funds. 

4. Records of work done by teachers, principals, school 
nurses, and school physicians in the interests of community 
welfare furnish additional objective evidence of the value 
of the work done by the schools. Records of the part 
taken by nurses and physicians in combating epidemics 
or in securing the removal of physical defects can be used 
to advantage. Such a report as the following, which 
appeared in the Omaha Bee of January 2, 1920, cannot fail 
to aid in the establishment of a wholesome regard for the 
work being done by the schools : 

Medical Inspection in Schools Proves Profitable 

A report of the public school medical inspection work 
since the opening of the school year last September 
shows that 50 per cent of all boys and girls examined 
had defective teeth. When this department began to 
examine the teeth of children in 1917, the percentage 
was 91. This material reduction has been due to vigi- 
lance by the school nurses and also the work of the free 

dental dispensary, according to , supervisor of 

the school medical inspection department. 

5. Finally, objective demonstration of the work of the 
schools is to be found in the records showing the standard 
of achievement of pupils in various subjects as compared 
with similar data for other schools. Poor results obtained 

[391 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

under unfavorable conditions, as well as good results 
obtained under more favorable conditions, should be 
shown. Results secured by poorly trained and low-salaried 
teachers may be contrasted with those secured by well- 
trained and better-paid teachers. Records of achieve- 
ments when adequately illustrated and interpreted in 
simple language seldom fail to impress. 

V. PERSONAL CAMPAIGNING 

Personal campaigning forms an important means of 
approach in building up a body of supporters in connec- 
tion with any undertaking. It often plays an important 
part in the preliminary stages of the campaign. This form 
of approach is employed in large campaigns, to reach 
officials and influential persons. It is used to forestall 
opposition by "lining up" the "big" men early.^ When 
an appeal to the general public is not necessary, the 
method of personal appeal usually forms the chief and 
sometimes sole source of approach to those in control or 
whose support it is well to have. In some of the smaller 
communities, where school matters are decided in mass 
meeting, those likely to support the measure are ap- 
proached quietly, and little advertising is given to the mat- 
ter of proposed increases in school expenditure. Themethod 
is the most effective for reaching the non-readers and "stay- 
at-homes," whose presence at the polls must be secured. 
It also capitalizes friendship and fraternal relations. 

The method of personal approach succeeds with the 

^ The failure of a campaign in an important Middle Western city, con- 
ducted by one of the best city superintendents in the country, is attrib- 
uted by him to neglect of the "key man" in the community. This man 
was not hostile, but he was so immersed in his own affairs that he failed 
to grasp the importance of the school cause and did not believe that the 
superintendent really favored the proposal. A personal explanation to 
the prominent citizen by the superintendent would have secured enough 
added influence to win the fight. 

[40] 



AVENUES AND INSTRUMENTS OF APPROACH 

individual approached, for several reasons. To begin with, 
it practically insures that a good, clear exposition of the 
cause will be made to him. He is free to ask questions and 
demand fuller information on any doubtful points. Thus 
he is led to feel that he sees for himself the need of the 
proposed increases. This method was extensively used in 
Los Angeles, where a corps of five personal interviewers 
spent two weeks in intensive training to acquaint them- 
selves with the facts involved in the situation. The method 
of personal approach works with some people because of 
their confidence in the interviewers. Other people may be 
won over because they take pride in being approached as 
persons whose opinion is worth considering; they would 
feel hurt and inclined to oppose if not approached. This 
factor is especially valuable for winning leading supporters 
at the start. Loyalty to individuals or to organizations 
that support the cause is another factor in the success of 
personal campaigning. The opportunity that it allows to 
convince an individual of an advantage to be gained for 
himself, his children, or his friends, is still another. 

The values claimed for personal work are generally 
realized where one person works with individuals. How- 
ever, some people will be indifferent or hostile to a single 
interviewer, but not to a committee. Often a man is un- 
consciously convinced by three workers, or does not dare 
to hold out against them, although he might rebuff a single 
worker. 

Personal campaigning is needed as a preliminary to the 
large campaign. It is the type of work the superintendent 
must do before the organization is built up. It is desir- 
able in some small communities with tendencies toward 
the reactionary. Use of it is advisable in the midst of a 
big campaign, either with a large number of interviewers 
and solicitors, or with a few influential ones. 

[41] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Great care must be exercised to prevent setting people 
against the proposition because of being "nagged" by too 
frequent and ill-advised personal approaches. If only a 
limited amount of interviewing is to be done and support 
for the campaign is to be built up through influence rather 
than through numbers, considerable care should be exer- 
cised in selecting persons to see various individuals. This 
consideration is less essential where the purpose is to secure 
a majority expression through canvassing every voter or 
every taxpayer. 

The persons to be approached in individual campaigning 
will always include influential citizens and such oflScials as- 
members of the school board, city council, the commercial 
club, and other leading organizations. In Los Angeles the 
trained corps of interviewers previously mentioned called 
upon bankers, capitalists, business men, club women, 
religious leaders, and physicians. Besides these, certain 
other classes should be approached in a campaign depend- 
ing for its success upon popular votes or upon numbers of 
supporters. These include foreigners, non-readers, and 
"stay-at-homes" of both sexes. 

A final word of caution on personal campaigning is 
advisable for dealing with foreigners and opponents of the 
proposition. Trained interviewers in any necessary lan- 
guage should be procured. Many foreigners cannot be 
reached by the English-language press or even by the 
silver-tongued English-speaking orator. They must be 
met on their own ground by persons familiar with their 
own language and in whom they have perfect confidence. 
In some campaigns special pains have been taken to call 
upon opponents. In West York, Illinois, after a house- 
to-house canvass had been made, opponents of the school 
proposition were called upon by personal friends who 
favored it. 

[42] 



AVENUES AND INSTRUMENTS OF APPROACH 
VI. SCHOOL SURVEYS 

School surveys have come to be regarded by far-sighted 
superintendents and boards of education as a valuable 
means of approach to the public mind. Practically every 
building and financial survey of a school system under- 
taken within the past few years has been organized 
dehberately to focus the attention of the community upon 
school needs. The position of many school authorities is 
well expressed in the following from St. Louis: 

As a preliminary step in the campaign for the Bond 
Issue election, the board of education felt that while it 
thoroughly appreciated the situation in which the 
schools were, and was fully cognizant of the eflSciency 
of the work, the public was not so well informed. It 
was felt that a survey of the financial situation of the 
schools and also of the efficiency of their educational 
work by disinterested experts from outside the city 
could not help being of very great advantage in ac- 
quainting the people of the city with all the facts which 
they ought to have in mind in voting upon the proposi- 
tion submitted by the board. ^ 

It often requires six months to a year to have a survey 
made and the findings published. Consequently the 
survey is not a method of work which will produce imme- 
diate results. But the report of a survey, if properly 
translated and made available for the average man just 
before the opening of a drive, is likely to have a marked 
eflFect on crystallizing public sentiment in favor of better 
school facilities. School surveys are usually conducted by 
authorities on problems of educational administration 
from outside the local school system. Frequently, as in 
St. Louis, the local officials could have arrived at the same 
conclusions without the advent of specialists. It is a matter 
of common knowledge among those familiar with T:he 

^ St. Louis, Annual Report of Board of Education, 1917, page 282. 

[43] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

operation of school surveys that such is the case. The 
recommendations of recognized experts, however, carry- 
much more weight in the eyes of the community. Super- 
intendent Blewett of St. Louis expressed this view to one 
of the writers just after the survey there. This is par- 
ticularly true if the superintendent happens to be a new- 
comer. The situation is similar to that in medicine when 
the local physician calls in a specialist for consultation. 
The latter may only advise the local physician to proceed 
as he has been doing. But the patient is satisfied, whereas 
he would have been uneasy with only the local physician's 
opinion. The school survey carries weight of this kind 
because the judgment of the specialist is felt to be impar- 
tial, sincere, and based upon wide experience and obser- 
vation. 

The recommendations of the survey can be held up 
before the public gaze all through the campaign. They 
are quite likely to withstand all attacks made upon them. 
As a usual thing, the surveyors have made a thorough 
canvass of all important factors in the situation, con- 
sidered the alternatives, and taken into account the 
ability of the community to finance their proposals. 
Consequently, when criticisms inspired by conservative 
tendencies and founded upon ignorance of the true situa- 
tion arise (as happened in Clinton, Iowa, where newspaper 
attacks on the superintendent and the state university 
which made the survey became very bitter), the effect is 
not serious. 

Again, the recommendations of the survey can be used 
to aid in breaking the grip of a certain group of politicians 
or ultra-conservatives upon the community. In Lawton, 
Oklahoma, a city of 12,000, the conservative financiers in 
control were literally strangling the schools. With about 
1800 children in school the budget in 1915 called for only 

[44] 



AVENUES AND INSTRUMENTS OF APPROACH 

$37,990, or about $20 per capita. As a means of relief a 
detailed budget system and a survey were proposed for 
1917. The budget for 1919-20 called for $85,886. In the 
words of the superintendent: 

"We have used our survey, the budget system, and 
continuous propaganda to bring about results." In 
1916 "teachers' salaries were inadequate. The equip- 
ment of the rooms was nil. There was no grade library, 
no high school apparatus or library worthy of the name. 
We had no supervisors of music or drawing. We had 
only the skeleton, the bones as it were.'^ In September, 
1919, he reports: "We now have the best of equipment, 
6000 volumes in our library, — a Ubrarian, — music and 
drawing supervisors, — a manual training and domestic 
science school, — a junior high school.'' 

Letter from Superintendent Carroll 

Specialists from the state department of education, the 
state university, or the normal schools or colleges, who 
have given particular thought to public school problems, 
are usually available for at least a brief survey of the local 
situation. Such persons frequently serve at little or no 
expense to the local community. Specialists from the 
outside are often brought in through funds raised by 
private subscription. It should be a legitimate proceeding 
for the board of education to appropriate funds for a sur- 
vey whenever this is deemed necessary. School experts 
can outline the educational needs of the community from 
the broader point of view. Their efforts in many places 
have had much to do with the subsequent educational 
reform achieved through campaigns. 

The results claimed for survey work will not be realized 
unless the findings are reported in a form which will be 
easily understood by the general public. The ordinary 
man will never read a bulky volume about his schools, no 
matter how famous the specialists who wrote it are. But 

[45] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

he will be greatly interested in a brief and forceful account 
of the results of the survey, written in his own language. 
School surveys are probably of little influence for general 
publicity compared with the translations of the survey 
results for popular consumption that are usually made by 
the local school authorities and friendly newspaper men* 

VII. VISITS TO SCHOOLS BY PROMINENT PEOPLE 

Visits to schools by representative citizens and reports 
made as a result of such observations furnish an avenue 
of approach to the public interest that can well be utilized. 
An announcement in the daily press like the following, 
which appeared in Menasha, Wisconsin, is certain to 
attract attention and arouse discussion: 

WOMEN LEARN 
NEED OF SCHOOL 

Surprised as Result of Visit of In- 
spection to Higrli School 
Last Evening- 
One great value of having citizens visit the schools comes 
from the fact that visual and olfactory impressions of 
unfavorable conditions affect people much more power- 
fully than mere worn descriptions can. Committee mem- 
bers who have stumbled down the steps into a dark school 
toilet, almost suffocated by a terrible stench, will emerge 
determined to remedy such conditions even if this can be 
accomplished only by a new building. But if they had 
read in their comfortable homes after a good meal the 
superintendent's description and plea for better conditions, 
[46] 



AVENUES AND INSTRUMENTS OF APPROACH 

however impassioned his efTorts might be, they would 
probably have thought that he was unduly exercised over 
a rather trivial matter. The superintendent's general 
policy with visitors should be to "let the facts speak for 
themselves," but it is often desirable for him to be sure 
that certain facts have a chance to speak. For instance, 
when Superintendent Womack of Jonesboro, Arkansas, 
wanted new school furniture, he had his visitors count the 
number of children whose feet could not reach the floor 
from the seats then in use. 

Visiting has a number of other values for campaigns. 
It is a matter of frequent observation that visitors are 
likely to become so enthusiastic as to assume a part of the 
responsibility for the campaign. Again, their findings are 
reported back to their associates and friends or to their 
organizations as "the plain spoken truth." Such reports 
have much weight because it is assumed that they are 
made from an unprejudiced point of view, which the school 
authorities might not have. It is possible, also, for out- 
siders to say things about school conditions in a much 
more forcible and merciless way than the school authori- 
ties would dare. For an instance of this, see No. 6, which 
gives excerpts from a report on the sanitary conditions of 
school buildings and care of school grounds in Houston, 
Texas, as made by the "Advisory Committee of Ladies.'' 
For a final value, visits will result in endorsements for 
publication or circulation. 

If the members of the school board are not already con- 
verted to the needs of the system, the superintendent 
should induce them to make a tour of the school buildings, 
preferably when school is in session. It will then be an easy 
matter to have a committee appointed to examine some 
modern school buildings in similar communities. If, as a 
result of examining their own schools, the committee 

[47] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

members have been only partly convinced, they are likely 
to come home eager for a new building for their city. This 
is a common procedure in Wisconsin cities and usually 
produces the desired result. For illustrations we may cite 
Watertown and Chippewa Falls, Wisconsin. The com- 
mittee from the former "came back enthusiastic over the 
needs of Watertown.'' The committee from Chippewa 
Falls returned from Menominee, Michigan, in a similar 
frame of mind. 

The next group to visit the schools, in the absence of 
any exhaustive survey, may profitably be a committee of 
the most influential organization in the community. In 
Jonesboro, Arkansas, the superintendent and the president 
of the board appealed to the Chamber of Commerce. "The 
immediate result of our efforts was that the president, the 
secretary, and the board of directors of the Chamber of 
Commerce went with me on a tour of inspection of the 
school buildings. Needless to say, the visitors saw the 
weak spots." ^ 

In addition to those already mentioned, various groups 
should be induced to send representatives to visit the 
schools. Among these may be mentioned special in- 
vestigating committees of citizens, school patrons' com- 
mittees, high school alumni, women's clubs, influential 
and prominent citizens, persons familiar with good school 
facilities in other communities, and representatives of civic 
and other organizations such as the city council. The 
greater the number of influential groups and organizations 
that can be induced to send delegates to visit the schools 
and report findings, the greater will be the chances of 
ultimate success. A campaign that secures the support of 
worthy organizations whose representatives report favor- 
ably, is like a rolling snowball, gathering momentum as it 

^ Letter from Superintendent Womack. 
[48] 



AVENUES AND INSTRUMENTS OF APPROACH 

goes. One can almost feel the momentum afforded by the 
array of organizations that sent representatives to visit 
the schools in San Antonio: 

The Chamber of Commerce, the Trades Council, the 
Rotary Club, the Parent-Teachers' Association, the 
Federation of Women's Clubs, the Jewish Welfare 
Society, the College Women's Club and the Sons of Her- 
man and several other fraternal societies were asked to 
appoint committees to investigate the school needs. 
These societies all appointed committees, which were 
conducted by a committee, appointed by the teachers 
for that purpose, to all the schools where congestion 
was most acute. Each one reported its findings to its 
own organization and to the board of education. These 
reports invariably urged the board to call an election 
and made recommendation as to the amount of money 
that was needed. The effect of these reports appears 
to have become contagious. Several societies and social 
welfare associations requested that they be permitted 
to send a committee to visit the crowded schools.^ 

In arranging visits to schools, opponents of the school 
policy should be given every opportunity to see for them- 
selves. When first-hand knowledge displaces ignorance 
or prejudice, opposition is often turned into hearty sup- 
port. The very energy which makes a man oppose vigor- 
ously a school policy which he believes is wrong, will work 
with equal strength for the same policy, once he is con- 
vinced that it is right. Thus one Wisconsin superintendent 
writes of his situation a few years ago: 

At the annual meeting the board asked for a levy for 
the needed improvements. The mayor in order to kill 
the movement referred it to a committee to investigate 
the need of more room, — and he appointed for the com- 
mittee three men who he thought would surely kill it. 
One of them was the largest individual taxpayer in the 

iFrom an unpublished account of the campaign by Superintendent 
Meek. (See page 53.) 

[49] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

district and a man with no children. Another was 
a wholesale liquor man. The work done with the com- 
mittee was interesting and effective, for the report was 
unanimous in favor of the improvements, with the 
liquor man making the plea. 

Visits to the schools should occur at the beginning or 
during the preliminary stages of the campaign and again 
in the midst of it. The reports of the early visitors may 
serve as the first broadside of the campaign. The visits 
and reports made during the heat of the campaign catch 
those who are slow to be moved, and rekindle the enthu- 
siasm of earlier converts or present the facts from a slightly 
different point of view. 

VIII. ENDORSEMENTS OF SCHOOL WORK OR POLICY 

Early in the planning for a campaign, preparations 
should be made to secure endorsements from a variety of 
influential sources. These are valuable for several reasons. 
First, many people depend upon influential citizens to 
think for them. They have confidence in these leaders. If 
the latter approve the proposition, they favor it. Appar- 
ently it is a case of having their "big brother" or "father" 
think for them. Second, many of those who answer to the 
above description, and who are inclined to oppose the 
measure, will be silenced when they find their leaders sup- 
porting it. They do not have the strength of personality 
to come out in opposition to those upon whom they depend 
for leadership. Third, opponents within the membership 
of an organization that has endorsed the proposal by a 
large majority are apt to swing into line or to keep quiet 
through loyalty to the organization and the things for 
which it stands. "Voting the ticket straight" is an unal- 
terable ideal with them. 

The best endorsements are those made voluntarily. 

[50] 



AVENUES AND INSTRUMENTS OF APPROACH 

Others must be secured through personal appeals and 
solicitation. Voluntary endorsements come as a result of 
a good exposition of school needs and of good intelligence 
and interest in public welfare on the part of the individual. 
The motives of such endorsers, however, must be un- 
questionable. Thus it is inadvisable to use signed quota- 
tions from a contractor who expects to get the building 
contract, from a real estate man who anticipates a large 
fee through selling the site, or from teachers who expect 
to benefit personally by proposed salary increases. But 
statements from real estate operators as to the increases 
in value that might reasonably be expected for all city 
property because of better schools; statements from labor 
union men on the amount of money likely to be spent for 
general labor on the proposed building; or statements from 
teachers as to the superior teaching done by those whose 
salaries leave them free from all financial worry, are well 
worth while. The authors of such statements as these last 
three would not be accused of promoting purely selfish 
interests. Their statements would in general carry con- 
siderable weight. 

Endorsements from persons of wide experience in the 
making of school surveys, persons of high standing in the 
educational profession, the state superintendent and 
members of his staff, and members of the university faculty 
who devote time to problems of public school administra- 
tion, can always be had if the proposal has merit. These 
persons are keen to sense the educational needs of a com- 
munity and do not hesitate to take a stand for the better- 
ment of its educational conditions. Their support is 
voluntary, and all that is necessary to secure it is to induce 
them to visit the schools or to provide them with a detailed 
and competent report of the facts in the case. 

Endorsements should be secured from local citizens and 

[51] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

from organizations, as well as from experts on educational 
problems. The local citizens should include among others 
leading and established business men, leading taxpayers, 
the intellectual elite, professional men, clergymen, men 
active in community welfare and progress, fraternal, labor, 
and other leaders, and former opponents. 

No opportunity to secure a desirable endorsement at 
any public meeting or from any influential, reputable 
organization should be allowed to slip by. Pains must be 
taken to see that the resolution is introduced in the meet- 
ing and that active supporters are present to push it.^ 
The list of organizations supporting the project should 
include all organizations whose assistance is valued. An 
array like that which appeared at the foot of a Tulsa, 
Oklahoma, handbill wdll convince most readers even if 
the material above it is not looked at. This presentation 
was signed with name and title by the president of the 
board of education, the superintendent of schools, the 
president of the Patron-Teachers' Alliance, the presidents 
of twenty-four civic organizations from the Chamber of 
Commerce to the Y. W. C. A., and the presidents of six- 
teen patron-teachers' associations. Also there can be 
little doubt of the appeal made to labor by the plea for 
votes on the proposition to build a new high school sent 
out at Clinton, Iowa. This plea was signed by various 
organizations, including the Tri-City Labor Congress, 
the Brotherhood of Railway Trainmen, the Brotherhood 
of Locomotive Engineers, and the Brotherhood of Loco- 
motive Firemen. 

^ Except for corrections in grammar and the like, the original language 
of the endorser should be preserved. If the resolutions passed by a 
number of organizations are identical in their wording, a bad ejffect 
will be produced. The whole effort will savor of machine work. Any 
such attempt at machine work will be sure to be exposed and will furnish 
just cause for opposition by the public. 

[52] 



AVENUES AND INSTRUMENTS OF APPROACH 

Endorsements once secured should not be allowed to 
go unadvertised. It is best not to circulate all endorse- 
ments at once, but to give out a few at a time. This 
method will produce a cumulative effect and make the 
number seem larger. Endorsements from leading tax- 
payers, especially from those who are liberal at the outset, 
should be given wide publicity. As one Wisconsin super- 
intendent expressed it, "When the small taxpayer saw 
that the big taxpayer said 'Yes,' he sat up and took 
notice.^ In San Antonio the reports of every organiza- 
tion which sent a committee to visit the schools^ were 
"printed as a news item and thus reached all the public." 
Announcements like the following from Los Angeles and 
Berkeley carry weight with readers: 

This proposed bond issue after full investigation has 
been endorsed by the Board of Directors of the Chamber 
of Commerce, by the Central Trades and Labor Council, 
by the various patrons' clubs and other civic organiza- 
tions. ^ 

For the first time in the history of the city, all the 
oflScial city groups, including the board of education, the 
city council, the city-planning commission, the play- 
ground commission, the park commission, the Federated 
Mothers' Clubs, and the other business and civic 
organizations of the city have set aside whatever 
differences they may have had, and, realizing the 
seriousness of the situation, have agreed upon a mini- 
mum program of what must be done to place Berkeley 
on a par with the school systems of neighboring pro- 
gressive California cities.^ 

Good publicity should always be given to endorsements 

from special representative investigating bodies because 

of the feeling of confidence placed in the judgment of men 

comprising them. An endorsement like the one below 

^See page 49. 

' Los Angeles four-page folder. 

' Berkeley Civic BiUletin, March 15, 1919. 

[53] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

from Oakland, which appeared on the back page of the 
school paper under a prominent caption DO WE NEED 
BONDS? is effective with many people: 

The Advisory Bond Committee composed of twelve 
leading citizens appointed by the Alameda County 
Civic Association, after working on the problem for 
two years, has decided that WE DO NEED BONDS— 
that sixteen new and twelve standard unit additions to 
present schools should be built.^ 

IX. LETTERS AND POST CARDS 

Letters and post cards form additional instruments of 
approach to the voters. Personal letters from active 
backers to prospective supporters are always effective. 
Post cards containing a few pertinent facts can be pre- 
pared with little effort. Mimeographed circulars can be 
supplied and distributed through the schools. In some 
cities several thousands of copies of circular letters are 
sent out during the course of a drive. The president of 
the board of education in St. Louis sent out a letter to 
several thousand representative citizens, comprising the 
membership of such organizations as the Chamber of 
Commerce, the Merchants' Exchange, the City Club, 
and various other bodies. In Lawton, Oklahoma, circular 
letters on the school situation were issued monthly. In 
Menasha a personal letter was sent to every high school 
alumnus resident in the city, and a few days before elec- 
tion "A short, pithy letter, restating and reviewing the 
most catchy and best arguments, was sent to the entire 
poll Ust.'' 

X. PETITIONING 

Petitioning has been employed in some cities with 
apparently successful results, especially in the early stages 
1 Our Public Schools, February, 1919. 
[54] 



AVENUES AND INSTRUMENTS OF APPROACH 

of a campaign. It is an old, established, and valuable 
instrument for initiating action, that seems to have been 
allowed to fall into disuse. 

The chief merits of the petition lie in its quiet opera- 
tion and its utilization of the psychological effect of 
numbers on the average person. The movement for 
increased school support or for a new building can grow 
to considerable size under the plan of using petitions 
before opponents realize what is going on. The petition 
catches not only those who are favorable at the outset 
but also those who are easily persuaded, before the opposi- 
tion has time to line them up against the measure. Once 
a man is committed in writing to a proposition, he can 
scarcely withdraw his support without losing his self- 
respect and subjecting himself to denunciation by the 
faithful. In Nebraska the legislature of 1919 passed a 
law permitting the erection of school buildings, if a 
majority of the electors of the district petition for it. This 
has made it relatively easy to secure action in certain 
quarters. In campaigns requiring a vote of the people, 
early circulation of petitions will have the effect of adver- 
tising. Thus in Lawrence, Kansas, the petition for a 
Liberty High School was circulated two months before 
the vote was to be taken. 

Many individual voluntary petitions, which take the 
form of private endorsements or advance ballots, can be 
secured if desired. Buffalo carried an insert of detachable 
petition coupons in its pamphlet on school needs. The 
form used is reproduced in No. 62 (page 131). By having 
a few blank lines for additional signatures it is possible for 
each volunteer to secure a few additional names. 

A petition, to make a formidable showing or to have 
much value, should carry a large number of signatures. 
The average man reaUzes that signatures are comparatively 

155] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

easy to secure. In fact, he will very likely say: "You can 
get most people to sign any kind of a petition. Many of 
them will sign petitions on both sides of the same proposi- 
tion.'' But such a man cannot help being impressed by 
numbers. Determination of policy by the wishes of the 
majority is a familiar procedure in street improvements. 
When a majority, but no less, of the property owners on 
the street in question sign the petition for the improve- 
ments, some action is taken. A school petition containing 
not only a large number of signatures but the names of 
influential citizens as well is likely to make the school 
board or the city council act on the matter of submitting 
the proposition to a vote if such is necessary. In Worces- 
ter, Massachusetts, recently over 90 per cent of the 
teaching force signed a petition asking for a salary increase 
and presented it to the school committee. They followed 
this move by securing 17,500 signatures, only about 800 
of whom were women, the remainder representing more 
than one half of the voters. These signatures were bound 
in seven volumes and submitted to the school committee 
as an argument for granting the teachers' petition. The 
school committee made a full and unanimous recommenda- 
tion to the mayor and the city council for an appropria- 
tion to be made to pay the increases.^ We doubt seriously 
whether any group of politicians would dare stand out in 
opposition to the wishes expressed in a petition of such 
magnitude. 

XI. ADVANCE POLLING 

Advance polls are taken in some communities because 
they give a check on the possibilities for success or failure. 
They furnish an excellent device for guarding against 

^See Bulletin No. 8, November 15, 1919, Worcester Teachers' Asso- 
ciation. 

(56] 



AVENUES AND INSTRUMENTS OF APPROACH 

dangers of overconfidence. The returns must be large 
and must represent a random selection to furnish a safe 
criterion. There is danger that the returns will be made 
largely by those favoring the proposed increases. The 
system in use must if possible insure the identity and 
location of each voter. It is necessary to establish the 
identity of opponents so that they may be reached through 
personal and individual effort. 

Advance polls can be taken by newspaper ballot, by 
return post cards, and by methods similar to those used 
in Y. M. C. A. and Liberty Loan drives. The newspaper 
ballot is likely to represent only the wishes of the sub- 
scribers or persons of a certain political faith. As such, 
the returns from this source may need to be discounted. 
The use of return post cards upon which the voter indi- 
cates his position "for" or "against" the proposal is a prac- 
tice that seems destined to increase. With a properly 
organized campaign staff and funds to provide postage, 
such cards can be sent to practically every home. Roches- 
ter, New York, used a double return card, one part to be 
used in voting "for," the other in voting "against." (See 
No. 63.) The method used in Y. M. C. A., Liberty Loan, 
and other drives can be adapted to find out whether or 
not the voters are in favor of the proposition. Each of 
the methods mentioned can be used by the committee to 
discover where work still needs to be done. With a corps 
of assistants, each detailed to account for residents within 
a certain territory, there appears to be little reason why 
an advance poll of reasonable accuracy cannot be secured. 
Such a poll will also be of considerable service on election 
day to those entrusted with "getting out the vote." 
Methods of this sort have long been common in politi- 
cal campaigns and are highly valued by experienced 
workers. 

[57] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 
XII. THE ACTIVE WORKERS 

The active workers themselves form one of the most 
important means of reaching the pubUc. They must 
carry out the details of the campaign under the direction 
of the managing staff of its subcommittees. They are the 
ones who must reach all of the field, and who form the 
actual contacts with voters. Without them the staff 
could accomplish little. 

To insm'e success in a campaign a variety of types of 
workers will be needed, each capable of rendering par- 
ticular kinds of service. Some of these types were men- 
tioned in connection with the treatment of the general 
organization. (See pages 13, 14, and 15.) In particular, 
it was pointed out there that the general campaign staff 
should include good executives and specialists in certain 
fields, such as newspaper publicity and speaking. 

Besides the general staff, a large campaign may require 
a small army of assistants. A campaign committee within 
every reputable organization is often possible and advis- 
able. This was essentially the case in San Antonio, where 
the committees representing various organizations visited 
the schools, reported their findings to their own organiza- 
tions and to the board, and urged that the board call an 
election. Persons campaigning for other purposes at the 
same time, political candidates for example, should be 
induced to favor the school program as a part of their own 
platform and to work for it. Women workers are especially 
effective in reaching other women. Their whole-hearted 
interest in the success of the campaign and their aggressive- 
ness, once properly aroused, make their services par- 
ticularly valuable. 

The teachers, principals, and school children perform 
important services in many campaigns. Cleveland and 
St. Louis attribute to them the greatest efforts in their 

[58] 



AVENUES AND INSTRUMENTS OF APPROACH 

campaigns for bonds. In Worcester, Massachusetts, every 
teacher was assigned a certain number of streets and given 
a Hst of taxpayers on whom to call. In the recent cam- 
paign of the cooperative teachers' council in Kansas City, 
Missouri, the teachers undertook to obtain the signatures 
of 150,000 citizens to a petition asking for increased valua- 
tion of property to provide sufficient revenues for Kansas 
City schools. In the Springfield, Illinois, salary campaign 
the teachers "300 strong pledged themselves to be respon- 
sible for at least ten affirmative votes each." ^ In Berkeley, 
Cleveland, Oakland, and San Antonio pupils rendered 
valuable services in preparing publicity material. In 
Blytheville, Arkansas, the pupils of the junior and senior 
high schools secured the signatures of the owners of 97 
per cent of the taxable property on a proposition to have 
the school assessment doubled for a period of three years. 
Many superintendents have testified to the good work done 
by children in distributing campaign literature to the 
homes. Certain organizations among the boys and girls, 
such as the Boy Scouts or the Camp Fire Girls, can be 
used to distribute handbills, dodgers, etc., on election day. 
A final group of workers should include the personnel 
for getting out the vote on election day. Menasha, Wis- 
consin, made use of the machinery and official personnel 
of war-time organizations such as the Motor Corps, Red 
Cross, and the City Chapter of the County Council of 
Defense. San Antonio had "a complete organization in 
every school district. Each district assembled a com- 
munity group of workers at the school several days prior 
to the election, for making plans to get out the vote on 
election day. . . . The local managing committees in 
each district took no chances and did not permit the voters 
to forget to go to the polls on election day. The names of 

^ Letter from Superintendent Allen. 

159] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

the voters known to be favorably disposed in the coming 
election were assigned to some member of the committee. 
Each committeeman was instructed to see that those 
voters assigned did not on election day neglect to vote/^ ^ 
Decatm*, Illinois, appealed to the Mothers' Clubs to get 
out the vote in their respective school districts. The 
Rotarians used their cars to carry the voters to the polls. 
A principal directed the task for the day, of securing and 
getting out automobiles to carry the voters from any part 
of the city. "His office was one of the busiest I ever saw, 
and his work, I am sure, was one big factor in carrying the 
election for the increase in local revenues." ^ 

XIII. INSTRUCTIONS TO VOTERS 

Before leaving this discussion of ways of approach to 
the public, a final word on instructions to voters is appro- 
priate. The most casual reading of the literature distrib- 
uted during educational campaigns is sufficient to indi- 
cate the importance attached by campaign managers to 
proper instructions to voters. All previous effort may 
count for naught if the elector fails to appear at the polls 
or marks his ballot incorrectly. (See page 90 for a dis- 
cussion of the matter of getting out the vote.) 

Instructions to voters include a statement of the quali- 
fications for eligibility, whether or not previous registra- 
tion is necessary, an exact statement of the question to be 
decided, directions as to just where to place a cross, the 
date and place of voting, etc. These are simple matters, 
but they are ones on which persons with the best inten- 
tions often go astray. In some cases women are in doubt 
as to their right to vote on a school bond issue. This 
difficulty, however, will probably soon be a thing of the 

^ A typewritten report of the campaign from Superintendent Meek. 
2 Letter from Superintendent Engleman. 

[60] 



AVENUES AND INSTRUMENTS OF APPROACH 

past. Illiterates and foreigners are apt to have difficulty 
in expressing their wishes correctly, without very clear 
instructions. Even persons who are favorably disposed to 
the proposition for increased expenditures may be careless 
and forget the date for voting. Not every campaign 
organization can arrange to get every voter to the polls. 
In such cities, the usual practice is to have sample ballots, 
correctly marked to show a vote in favor of the proposi- 
tion, printed and attached to the other literature sent out. 
In all such things the point most commonly emphasized 
is the important matter of the date. A few samples of 
instructions circulated among voters may be seen in 
Nos. Qe, 66a, and 67 (pages 135-137). 



61] 



CHAPTER FIVE 

How TO Select Arguments and Illustrations 

THE preceding chapters have discussed the preUmi- 
nary organization for a campaign, the analysis of the 
public for groups to be reached, and the avenues and 
instruments of approach to the public. The next step is 
the selection of convincing arguments and telling illus- 
trations to present to the public. In this great care is 
necessary. The most painstaking work on the three 
phases of the campaign just mentioned will not by itself 
insure success. The material presented to the public must 
be inherently sound in argument throughout and it must 
convince citizens. 

A careful study of all the successful campaigns listed 
shows that the rules for selecting arguments and illustra- 
tions may be laid down as follows: (1) Follow the funda- 
mental principles for success in such campaigns. (2) Fol- 
low the principles of good argumentation. (3) Establish 
confidence in the schools by showing their achievements. 
(4) Present actual facts that form the basis for present 
needs. (5) Bring out clearly what the new program will 
accomplish. (6) Secure public endorsements by leaders. 

(7) Treat proposed costs and the ability of the com- 
munity fairly, and seek the psychological moment to do so. 

(8) Make up a list of all possible objections and alterna- 
tive propositions; have a sound and dignified rebuttal 
ready for each. These will be discussed in order. 

I. FOLLOW THE FUNDAMENTAL PRINCIPLES FOR SUCCESS 
IN SUCH CAMPAIGNS 

If arguments are not intrinsically sound and forceful, 
no amount of skill in mere form and wording is likely to 
turn out material that will arouse the public to favorable 

[62] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

action. Just here sup>erintendents and principals often 
fail in their first attempts. The three most common errors 
seem to be those of accusing the public of willfully neg- 
lecting its schools and of unwise appeals to the motives of 
pity and fear. 

An otherwise well-managed campaign may start out with 
castigating the citizens for bad school conditions and 
implying that they have willfully allowed such a situation. 
As a matter of fact, the people in all probability are simply 
ignorant of the real school conditions, because no one has 
taken the pains to inform them in terms that they can 
understand, that will attract their attention, and that will 
arouse them to action. 

The employment of the motive of pity in the campaigns 
is a complicated and at times even a dangerous proceeding. 
Theoretically it is as easy to arouse in women and big- 
hearted men pity for children who are suffering under 
terrible physical school conditions, as for poor children in 
the city at large or in war -ridden Europe. But in actual 
practice this feeling of pity will be accompanied by other 
feelings that may be even more powerful. Thus there may 
be shame that the city should tolerate such a situation. 
Or skillful comparison may produce indignation that some 
children should be subjected to such conditions while 
others are happy and comfortable in modern buildings. 
This indignation will show itself in a demand for fair play 
or an equal opportunity for all the children of the city. It 
will then be an open question whether pity, shame, or the 
sense of fair play was the most effective motive aroused 
by the campaign. 

In securing more money for teachers, pity for them as a 
motive is of doubtful value. In campaigns for public 
support of teachers' pensions, there have been many at- 
tempts to give harrowing accounts of the personal suffer- 

[63] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

ings of superannuated teachers who have given their Hves 
to the pubHc service with nothing saved on which to retire. 
But any one who thinks carefully over such a situation is 
inclined to lose confidence in the effectiveness of a school 
system which will permit innocent and helpless children 
to be subjected to the influence of such teachers. If pity 
is to be utilized, the attention should be focused upon the 
sufferings of the children so that pity will be felt for them. 
Much better results will be secured by this method, for 
then pensions will be seen to be absolutely necessary for 
the removal of the old and incompetent teachers in order 
that the children may have better teaching and in order 
that, through a pension system, a superior type of young 
teacher will be attracted to the school work. 

In campaigns for increased teachers' salaries, much 
effort has been wasted in depicting the personal hardships 
of teachers under current salaries, in the effort to arouse 
pity for them as individuals. This procedure is ineffective 
because any intelligent person knows that practically no 
teachers, except the very old or incapacitated ones, need 
stay in teaching when so much more can be earned with 
much less effort in various other occupations. Here again, 
if any one is to be pitied, it is the children subjected to 
poor teaching. 

Furthermore, the effort to arouse pity for teachers has 
other troublesome results. It tends to make the public 
lose confidence in the work of the schools. A far better 
procedure is to show that the present teaching staff is of 
superior quality but cannot be maintained at that level 
except by higher salaries. This was done at Omaha by 
showing the ratings of the high school teachers on intelli- 
gence tests as compared with the ratings of other groups of 
capable workers. Again, publicity of the type which 
depicts a well-dressed and attractive dancing instructor 

[ 64 ] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

saying to a shabby and pitifully dressed teacher, "Why 
don't you educate your toes instead of your head, dearie?" 
is in some respects a body blow at efforts to secure better 
teachers. Such publicity causes many capable girls who 
had seriously contemplated teaching to change their 
minds. When they see that society rewards the teacher 
with so little prestige and remuneration, they think that 
to prepare for teaching is to plan to place one's self in a 
class which receives the ostentatious pity and condescend- 
ing behavior of successful people. Girls like these, who are 
too wise to enter a calling which they believe will make 
them the objects of charity or of humiliating patronage, 
are a type badly needed in all branches of the teaching 
profession. 

The personal motive of fear may at first thought seem a 
very unworthy motive to utilize under any circumstances. 
But rightly used, it seems to produce results that can 
hardly be secured otherwise, certainly not without far 
greater effort. It is utilized in securing new buildings by 
showing the fire hazards in the old ones, or by arousing 
parents through references to moral dangers connected 
with foul, dark toilets or to health perils growing out of 
inadequate heating systems, lack of ventilation, or poor 
lighting. In cities where there is keen competition with 
rival cities in business, or where the economic outlook is 
somewhat uncertain, fear is a powerful factor in the situa- 
tion. The leading business men and their organizations 
will be at once attracted by any appeal for schools which 
utilizes fear of the city's future. If they can be convinced 
that the economic solidarity of the city can be secured only 
through good schools which are necessary for turning out 
efficient girls and boys, for attracting and retaining factory 
workers who have the education of their children at heart, 
and for combating Bolshevism and social unrest, they will 

[65] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

see that the money for such schools is voted. Up to this 
point fear may be utilized for publicity campaigns to pro- 
duce action by an individual, just as it is in any other 
situation where action by him is desired. But there is 
another somewhat peculiar part to be played by fear in 
such campaigns. 

When a proposal for increased school expenditures is to 
be decided by popular vote, only the votes cast are of 
significance. They may represent only a fraction of the 
people eligible to vote. Of course it is always desirable 
to have a decisive majority of the community acquiesce in 
the proposal for better school support. But for practical 
purposes the publicity campaign has only to secure the 
requisite number of votes of the people actually voting on 
the increased expenditure. Under these conditions, if any 
opponents of the increase, who have no valid reason for 
such antagonism, can be so intimidated that they do not 
vote at all, the cause has really gained votes. There are 
instances where school-board members who were against 
the increase have been made to cease opposition through 
fear of public opinion which has been aroused to a decided 
majority in favor of the increase. If prominent citizens 
early come out publicly in large numbers favoring the 
increase, most politicians, "tight wads,^ and minor ob- 
jectors will be afraid to oppose actively. 

Accordingly, we are now ready for the three most funda- 
mental principles for selecting the material to be used in 
the campaign for better school support: 

1. Build all on the proposition that the people of the 
community wish to do the right thing by the children and that 
they will make any necessary sacrifices to this end if needs 
are clearly and convincingly shown, 

2. Make the good of the children the paramount issue, 
in particular subordinating to it all considerations of cost. 

166] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

3. Let the school authorities appear to he speaking for 
the whole people on school matters and not in the interests of 
any special class. 

II. FOLLOW THE PRINCIPLES OF GOOD ARGUMENTATION 

The most important of these for our purposes are as 
follows: 

1. Keep the issues clear cut. 

Pains should be taken to avoid confusion and division 
of interests through getting mixed up in campaigns for 
other purposes or through trying to appeal for too many- 
things at one time. A building campaign, or one for 
higher salaries, is much more likely to succeed by itself 
than when both are sought at the same time. 

2. Have unity of action. 

This may be obtained by having the arguments approved 
by the executive committee and plans for their dissemina- 
tion worked out there. 

3. Avoid overdoing the thing. 

Too many arguments and too much work give an 
impression of overanxiety and lack of belief in the sound- 
ness of the proposition. In Buffalo the building cam- 
paign for $8,000,000 was accompHshed largely through a 
little pamphlet of thirteen pages which had in it only four 
main arguments. In Indianapolis the salary campaign 
achieved success with a similar pamphlet. 

4. Appear to leave it to the people to judge for themselves. 
The average citizen has confidence in his own judgment 

and naturally resents anything which intimates that he is 
not capable of arriving by himself at a decision that will 
be best for the public good. 

5. Count upon the pride taken in personal or organiza- 
tional accomplishment, to get people to support a good cause. 

Many prominent people take pride in always coming out 

167] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

strongly for any measures which they beHeve will promote 
the pubUc welfare. The same is true of many organiza- 
tions like civic clubs, commercial organizations, women's 
clubs, etc. 

6. Choose arguments that appeal strongly to influential 
bodies of voters. 

The money value of an education interests many par- 
ents strongly. This argument, however, is of less use than 
formerly, for two reasons. The reliable comparisons on 
this subject are now so out of date as to be often laugh- 
able. The wages of unskilled labor have for so long been 
more than educated persons are now earning that the 
argument has little or no force with many people. Both 
these difficulties are greater with young people, who have 
no background of experience with similar conditions in the 
past and so cannot make proper allowances for temporary 
inequalities in earning power. In the present widespread 
unemployment, this argument will doubtless regain much 
of its former value. (See Nos. 44-47.) 

The fact that a large part of the money for a new school 
building will be spent for labor by men from the city itself, 
appeals to all labor interests. (See Nos. 48-50.) 

An appeal to support the movement for better schools 
so that the city may not take a backward step but be 
able to hold up its head among other cities, always secures 
the attention of most citizens. (See Nos. 18-30.) 

7. Seek timely arguments and illustrations. 
The following have been used with good effect: 

a. Appeals for more money for physical education 
and gymnasiums are very timely because of the stress 
placed on physical fitness in the army and of the 
chagrin aroused by publication of facts on physical 
defects in men of army age. 

In Lawrence, Kansas, a health supervisor for the 
grades was secured in this way. In Atchison, Kansas, 
[68] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

the advertisement for the high school bond issue skill- 
fully played up the gymnasium feature and was pur- 
posely placed by the side of the appeal for the memorial 
hall to be voted on at the same time. 

6. The prevalence of the influenza or a similar disease 
may be utilized in appeals for school nurses. A com- 
municable epidemic at Lawrence, Kansas, three years 
ago was so utilized. 

c. A new high school building may be proposed as a 
war-time memorial, since so many of the soldier boys 
from the town of course had previously attended the 
local high school. 

This appeal was utilized at Lawrence, Kansas, 
"where nearly three hundred soldiers had been in the 
high school, twenty of whom made the supreme sacri- 
fice." 

d. The war contributions of the community to var- 
ious activities may be played up and the question asked 
as to what the community ought to do on school matters. 
(See Nos. 25 and 26.) 

8. Each argument presented to any group should he 
thoroughly sound. 

If one person in the group detects unsoundness in any 
argument, it will tend to destroy his confidence in all 
of the presentation. Doubt and suspicion will spread 
rapidly from such a person in a group where they are at 
the outset rather disposed to look for excuses for not 
paying higher school taxes. 

III. ESTABLISH CONFIDENCE IN THE SCHOOLS BY SHOWING 
THEIR ACCOMPLISHMENTS 

While it is very essential to present the needs of the 
schools so strikingly that the public will be aroused to 
provide the funds, this cannot be accomplished by pro- 
claiming the bad features only. Great care must be 
taken to show that the schools and the present admin- 
istration have accomplished all that reasonably can be 

(69] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

expected of them, so that they are worthy of confidence 
when it comes to discussing future expenditures. Success- 
ful school authorities constantly strive to preserve this 
confidence of the public in their schools. Superintendents 
of this type are sometimes so successful that they appear 
to have little difficulty in securing sufficient funds at any 
time. 

When the methods of these successful men are analyzed, 
their achievements appear to be due to a fearless and piti- 
less publicity of the facts, so conducted that the present 
school administration and teachers cannot justly be 
blamed for the conditions. In striving to obtain the con- 
fidence of the public, it is highly advisable to show the 
desirable types of work that the schools are doing, the 
quality of the work they are accomplishing, and the rel- 
ative numbers of the various groups of persons being 
educated. 

Sometimes a frank statement begets confidence. (See 
No. 10.) Or the school authorities, while securing the con- 
fidence of the public in the schools, may at the same time 
create public suspicion of the antagonism to school 
expenditures manifested by politicians or demagogues. 
For this type of publicity we have the classic issued by 
Superintendent Hunter of Oakland, given in No. 68. 

IV. PRESENT ACTUAL FACTS THAT FORM THE BASIS FOR 

PRESENT NEEDS 

Great pains should be taken to present the actual facts 
that constitute the basis for present needs. If this policy 
is adhered to year after year, the time may even come 
when the average citizen will take for granted that when 
the schools ask for something, they have such clean-cut 
and undisputable needs that the money should be voted 
with little discussion. For carrying out such a policy, 

170] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

much that was given under the head of "Objective Dem- 
onstrations of School Work" on pages 34-40 will be of 
great value. In campaigns for general increases for school 
purposes, the present conditions, the rate of growth in past 
years with probable growth in the future, and so on, should 
be clearly shown. In building campaigns, the present con- 
ditions with reference to safety, sanitation, state of repair, 
cost to restore, and adequacy for present and future school 
population, together with their relation to certain dis- 
tricts in the city, should be stressed. In all of this the 
descriptions and presentations must make constant com- 
parisons with what other cities are doing or with standards 
that are commonly accepted or that come from authorities 
in the matters. In any event, the description should be so 
straightforward and forcible that any opponent, while he 
may ignore or evade facing it, cannot dispute its essential 
accuracy. In particular, brevity is a sine qua non. The 
average citizen is unUkely to be converted by anything 
coming after the fourth page if he has to read it at one 
sitting, unless free use is made of striking pictures and 
skillful advertising devices. Citizens who are especially 
interested in education or leaders in school affairs will of 
course read much longer pamphlets. 

Most of the selections in Chapter Eight are good 
examples of skillful presentation of facts and should be 
considered for such points as selection of items, forceful 
language, straightforward statement, brevity, etc. 

V. BRING OUT CLEARLY WHAT THE NEW PROGRAM 
WILL ACCOMPLISH 

Taxpayers as a rule are unalterably opposed to voting 
money for some vague or undefined purpose. Conse- 
quently great pains must be taken to bring out clearly just 
what the new program will accomplish both for the schools 

[71] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

and for the community. As the Interchurch World 
Movement campaign failed about the time this point of 
definiteness of appeal was being elaborated, the authors 
sought the advice of the experts who prepared such 
apparently effective advertisements for that movement. 
The director of publicity, Mr. Tyler Dennett, kindly 
wrote as follows: 

I do not think that the failure of the Interchurch 
Movement could be attributed to the weakness of the 
advertising. Indeed, we have here a good illustration 
of the inadequacy of even the best advertising when the 
sales force is not up to the mark and the product is not 
well matured. 

The advertisements were prepared in January and 
February at a time when it was most difficult to set 
down with clearness the exact objectives of the Move- 
ment. It was necessary to assume that there would be 
the support of about thirty denominations, although 
when it came to the show-down this support was in 
many cases very weak. Another embarrassment was 
due to the fact that most of the appeal of the Move- 
ment consisted in promises of what it would do if the 
money could be obtained. Promises make less suitable 
material than accomplishments as advertising copy. 

The last sentence of this cannot be too strongly empha- 
sized. 

School boards as a matter of course practically always 
present itemized iSnancial statements of the cost of pro- 
posed improvements. But such statements are often 
not intelligible to many people and in any event are 
unlikely to be very convincing to any one except a more 
or less expert financier. The presentation of the pro- 
posed program should emphasize the point that the 
increased support will make better work and new types of. 
work possible and that it will give relief to other parts of 
the school system and so benefit these parts. 

[72] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

This last point is often emphasized in junior high school 
campaigns. A new junior high school building will of 
course vacate some rooms formerly occupied by Grades 
7 to 9, and such rooms will then be available for the ele- 
mentary school or the senior high school. This argument 
was worked with great success at Beloit. Verbatim 
statements of it in other campaigns will be found in 
Nos. 32 and 33. 

A number of other benefits of the proposed program, 
while they cannot be so definitely stated as to convert 
hardened opponents to higher taxes, may nevertheless if 
properly presented have great weight with thoughtful 
voters. Of such benefits the ones most often emphasized 
in successful campaigns are those of making the city more 
attractive, of increasing property values, of providing 
work on buildings for local labor contractors, of opening 
up places for community meetings, and of assisting 
Americanization work. Examples of statements about 
work on buildings for labor and contractors will be found 
in Nos. 48-50. Examples of statements on other points 
are given in Nos. 18-30, 36, and 37. 

VI. SECURE PUBLIC ENDORSEMENTS BY LEADERS 

The preliminary work in getting such endorsements, the 
classes from whom to get them, the best ways to utilize 
them, etc., will be found on pages 50-54. 

VII. TREAT PROPOSED COSTS AND THE ABILITY OF THE 
COMMUNITY FAIRLY, AND AT THE PSYCHOLOGICAL 
MOMENT 

In any movement for better school support, the pro- 
posed costs and the ability of the community to pay them 
must be treated exhaustively and fairly at some time or 
other. The average taxpayer will demand this. But the 

[73] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

successful campaigns do not do this until the "drive'' 
phase has been reached. They use the same psychology 
that the skillful merchant does. He calls attention to his 
merchandise with an advertisement that "not only attracts 
and holds attention, but in so doing it connects a specific 
brand or article with a general need, so that when the general 
need is felt, the action will not be toward such articles in 
general, but toward this specific brand in particular/'^ 
After interest has been aroused by such advertising or by 
attractive window displays, a prospective customer is 
induced to enter the store. After the salesman has exerted 
the skill necessary to show the customer whatever article 
the latter is interested in, say a hat, the price is mentioned 
only incidentally. As a result the customer will probably 
take the article. The best-managed campaigns treat cost 
phases fully, adequately, and honestly, but only after the 
demand for good schools, or the need for them, has been 
fully shown. 

In making such cost presentations, it is well to show: 

1. That the schools have been economically managed 
and are deserving of more money. This often necessitates 
showing the actual cost per unit of taxation, per child in 
school, etc. 

2. What really ought to be provided for the schools. 

3. That the community, in the light of its wealth, 
debt, etc., is relatively able to pay for the proposed 
improvements. 

For samples of cost presentations see Nos. 68-83. 

^HoUingworth, H. L.» Advertising and Selling, page 215. 



[74] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

VIII. IVIAKE UP A LIST OF ALL POSSIBLE OBJECTIONS AND 
ALTERNATIVE PROPOSITIONS; HAVE A SOUND AND 
DIGNIFIED REBUTTAL READY FOR EACH 

The last step in collecting material is to make up a list 
of all possible objections and alternative propositions 
liable to be advanced during the campaign, with a sound 
and dignified rebuttal for each, if possible. The experi- 
ence of those in charge of the St. Louis campaign is in 
point here: 

A third objective in the campaign was unfortunately 
necessary. This was the refutation of misinformation 
and misrepresentation by certain interests of the city 
(under the name of "The Tax Payers' Protective 
League'') which have in the past consistently opposed 
measures of civic progress entailing additional taxes, 
and the proposition for added tax levies to provide 
school buildings made no more appeal to this class of 
citizens than other propositions in the past which had 
met with their opposition. 

On the handling of objections, we can derive much help 
and encouragement from the best commercial salesman- 
ship. In such work the accepted view is that an objec- 
tion by a possible customer is a sign of interest in the 
proposition.^ The idea is that a man does not take the 
trouble to make a real objection to a thing which has not 
seriously attracted his attention. The real objection is a 
sign of interest, of energy aroused by the proposition. It 
is the salesman's business by a skillful presentation of his 
case to make this energy flow toward rather than against 
the proposition. Accordingly, in the best commercial 
organizations salesmen are deliberately coached on dis- 
tinguishing between real and insincere objections, and on 

lAn excellent and stimulating presentation of this view will be found in 
Chapter X of The Selling Process^ by Norval A. Hawkins, who for over a 
decade was sales manager of the Ford Automobile Company in Detroit. 

175] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

knowing how to brush aside the latter and to utiHze the 
former. All this applies equally well to much of the work 
in school campaigns. 

It should be borne in mind that many shrewd opponents 
of increased expenditures will put forth apparently inno- 
cent alternative proposals with the real intent of drawing 
support from the main proposal, thereby defeating it. 
If, as is often the case, there are some real but unavoid- 
able weaknesses or defects in the official proposal, such as 
a location of a building that does not suit everybody, 
preparations should be made to admit the weaknesses 
frankly and then be ready with enough good points than 
more to offset the deficiencies. 

In addition, the preliminary work should include deter- 
mining just which individuals or classes of people are 
liable to make certain objections, just which persons or 
papers are best for giving the answers, and just when the 
replies should be made. An objector to moves for the 
public good is usually a person of pronounced prejudices, 
though occasionally of considerable influence. It fre- 
quently makes all the difference in the world who brings 
the rebuttal to him or just when it is brought. He would 
be perfectly satisfied if answered by one man, or by a 
particular paper, or at a given time. He might be highly 
offended if given the same answer by some other man, or 
by some other paper, or at some other time. 

In a few cases, plans may have to be made for rather 
severe measiu'es with some objectors. For instance, it is 
reported that in a Western city a certain editor had been 
for some time consistently fighting all civic improvements, 
aligning himself with the element which fought any 
increase in taxes and which was a dead weight on the city's 
advancement. When the school-bond-issue campaign 
started, he as usual catered to the "old fogy" element and 

176] 



HOW TO SELECT ARGUMENTS AND ILLUSTRATIONS 

promptly launched a vigorous campaign of vituperation 
and calumny. This threatened to cause doubt in enough 
minds to defeat the bond issue. Finally, the merchants of 
the town became aroused at the continuance of the editor's 
anti-social or anti-city attitude. They informed him that 
their advertising money would not henceforth contribute 
to the circulation of material so destructive to the welfare 
of the city. The unfair opposition promptly ceased, and 
the bond issue was safely carried. While this may seem a 
Httle harsh, it was really only the normal manifestation of 
an aroused public opinion against a man who had put 
himself outside the pale. He received only a mild form 
of the punishment that society ordinarily doles out to such 
a man. The school authorities of course took no active 
part in this, and so no odium attached to the schools as a 
result. 

A bold and striking way of dealing with the objections 
of a poUtical "gang" in a city council is reported from a 
Western city. At this place the school board had to secure 
its funds from the city council. The members of the city 
council were determined not to give the schools more 
money. The various methods to show the needs of the 
schools had been faithfully used, but the council remained 
obdurate. Finally, the superintendent and board went 
ahead to make the raises in salary necessary to keep the 
good teachers and to secure competent ones for vacancies. 
On the new salary schedule, the old yearly appropriation 
would enable the schools to run for some six months. That 
summer the school authorities notified the city council 
that they would ask for the needed increases at a fall 
meeting of the council. They assured the council that the 
appropriation allowed would run the schools for only six 
months. They made it perfectly clear to the council that 
at the end of the six months they would close the schools 

[77] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

if they had no more money. But they made it more than 
plain that if the schools were closed, all explanations would 
have to be made by the city council. The school authorities 
said they would decline to make any explanations what- 
ever, as they had done only what was right and had asked 
for only reasonable and necessary increases. The schools 
in that city ran the full time that session, and on the new 
salary schedule. 



[78] 



CHAPTER SIX 

How TO Prepare and Circulate the Material for 
Effective Publicity 

WHEN the materials for inifluencing the pubHc for 
better school support have been assembled, the 
work is only well begun. The task of preparing them for 
effective publicity is the next step and is equally important. 
It is as difficult to tell how to prepare material to 
influence the public as it is to tell an individual how to be 
"interesting.'' Nevertheless, it is generally agreed that the 
best way for an individual to learn to be interesting is to 
observe interesting people and to analyze their apparent 
strength, with a view to making these good points a part 
of his own equipment, often by imitation. Accordingly, 
we shall analyze school publicity material that has been 
successfully prepared and used, with a view to finding out 
the reasons for its excellence. But just as no amount of 
telling how an "interesting" person talks is as good as 
listening to this person for one's self, in the same way 
reading effective publicity material is much better than 
simply reading about it. 

The need for careful study of examples of successful 
school publicity work by the superintendent can hardly 
be put too forcibly. In such work, as in conversation, 
comparatively few have the ability to originate new expres- 
sions or material that will arouse readers to action. But 
once such expressions have been published, they may be 
studied and used by others in their own campaigns. For 
instance, it would hardly occur to many superintendents 
to describe a portable by the word "shack" or a partially 
fireproof building as composed of "slow-burning materials," 
as was done at Berkeley. And yet it is hard to estimate 
the value of these terms for arousing the pride of citizens 

[79] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

and the fear of parents, respectively. Again, few school 
men might originate the idea of the clever title for a 
bulletin, "For the Sake of Your Children,'^ as the only 
thing on the first cover, and the equally clever subtitle for 
the back cover, "Use Your Own Tax Receipt to Find 
How Much Tax You Will Pay," which Superintendent 
Hicks of Clinton, Iowa, did. Or, few teachers might think 
up and execute such cartoons as are given in Nos. 39 to 41. 
But once a gifted superintendent, teacher, or pupil has 
originated such forceful descriptions or skillful devices, 
these can at once be utilized by other school men with 
similar problems. 

Statistical material, especially, needs to be very care- 
fully adapted for presentation to the public. Most school 
authorities realize that it is impossible to know how much 
increased support the system needs without studies involv- 
ing figures. The statistical results obtained from such 
quantitative studies would be easily understood by these 
school authorities. But such results might be wholly 
unintelligible to the ordinary citizen until they were put 
into terms that he could understand. There are three 
main devices for preparing such material for him: tabula- 
tion, graphs or pictorial summaries, and translation into 
words. A full treatment of these and other devices for 
successful school publicity of statistical material has been 
given by one of the writers elsewhere.^ 

The specimens in Chapter Eight have all been selected 
with a view to exemplifying forceful and eflfective pres- 
entation to the public. Some have already been referred 
to, and others will be cited in connection with the analysis 
of the elements that make for force and interest, which 
will now be given. This analysis will be made under the 
heads of: I. The form of presentation. II. Adaptation 

^ Alexander, Carter, School Statistics and Publicity, 
[80] 



HOW TO PREPARE AND CIRCULATE MATERIAL 

for varying conditions. III. Attitude in preparing 
material. A fourth section of this chapter will deal with 
the circulation of publicity material on schools. 

I. FORM OF PRESENTATION 

The form and manner of presentation of the material, 
at least in print, appear to have as much to do with 
effectiveness and therefore presumably with success, as 
has any inherent soundness of argument. A mere asser- 
tion that a city needs new school buildings cannot pos- 
sibly have the effect produced by the Berkeley material 
with its pictures of actual conditions, its strong and 
pungent epithets, and its pointed questions which put 
the responsibility fairly up to the citizen who reads, no 
matter how much he may be disposed to dodge. (See 
No. 38.) 

Special effort should be exerted to make the informa- 
tion and appeals forceful and attractive. This is easily 
possible with a little forethought and the use of simple 
devices. The first of these is to make the appeals as much 
as possible to the eye through pictures, charts, graphs, etc. 
Such a procedure merely adapts school publicity to a grow- 
ing tendency in the world at large to make desired impres- 
sions by pictures rather than by word descriptions. This 
tendency is shown most clearly in the pictorial supple- 
ments and cartoons, and in the constantly increasing pro- 
portion of illustrations in printed material appearing at the 
present time in all our leading newspapers and magazines. 
The readers of such papers are the ones to be reached with 
school publicity material. Experienced superintendents 
of the progressive type have for some years been employ- 
ing this device in an informal way by using charts and 
graphs of large size to show the facts as to overcrowded 
school conditions, the need of provisions for certain groups 

[81] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

of children, the comparative expenditures for diflFerent 
lines of endeavor, the cost of the proposed innovations, and 
the abihty of the community to pay. The same graphic 
material can be used to advantage in school campaigns. 
Superintendents Engleman of Decatur, Illinois, and Con- 
verse of Beloit, Wisconsin, report very favorable results 
from presenting such facts in graphic form before diflFerent 
bodies of citizens. Superintendent Kent, when at Law- 
rence, Kansas, used age-grade charts to advantage in 
securing a room for ungraded pupils. For examples of 
the use of pictures and graphs, see Nos. 13, 38, 43, 46, 
47, and 71. 

In addition to the use of pictures, a number of other 
simple devices may be utiUzed to make the publicity 
material forceful and interesting. For some time they have 
been largely used in eflFective advertising, and they were 
extensively employed in the various war aid and Liberty 
Loan drives. Among such devices are attractive titles, 
brevity, objectiveness, emphasis upon one point at a time, 
good printing with large type and plenty of white space, 
and the use of good slogans eflFectively placed and timed. 
Finally, there should be a well-planned sequence from 
general educational arguments in the early stages of the 
campaign through careful cost estimates in the drive 
phase, winding up with directions for voting the right way. 
In all these there must be sufficient repetition, reiteration, 
and variety of appeals to make the desired impression. 
Most of the examples in Chapter Eight have been chosen 
to show the use of these devices and of graphic methods. 
Nos. 59 and 60 give a few good titles. No. 61 gives samples 
of slogans. No. 1 gives the layout of a successful building 
campaign by titles of articles. 

The superintendent and the school board should avoid 
any element of personal glory in the publicity material. 

[82] 



HOW TO PREPARE AND CIRCULATE MATERIAL 

As oflBcials charged with the responsibiUty for the pubHc 
schools, they must of course represent the pubhc and 
propose the increased expenditures to the citizens. But 
in practically all cities any note of personal aggrandize- 
ment on the part of the school authorities will seriously 
endanger the outcome of the campaign. 

II. ADAPTATION FOR VARYING CONDITIONS 

Assembling the arguments, collecting the pertinent 
data, and caring for matters of general form do not com- 
plete the preparation of material for publicity work. 
Much remains to be done in the way of preparing articles 
for use under varying conditions, such as at a public 
meeting or in the press. The requirements for material 
published in papers issued by the school authorities are 
practically the same as for the regular newspapers. In 
fact, especially forceful material from the school paper is 
often reproduced in the press. 

While much of the material will naturally appear in some 
form of print, the needs of speakers and individual workers 
must not be neglected. Speakers must be provided with 
first-class ammunition. For suggestions on how to do 
this, see pages 23-27. 

In preparing material for the press, the question at once 
arises as to whether the final form or exact wording of the 
articles should be worked out by the school people. Some 
superintendents and editors say that the school teachers 
and students cannot catch the public's point of view 
suflBciently to write acceptable "copy.'' 

I find that it is necessary to adapt my advertising and 
reporting to the requirements of the local newspapers. 
That is to say, I cannot get them to take copy that is 
composed in the language of the pedagogist.^ 

^ From letter of Superintendent H. P. Study, Atchison, Kansas. 

[83] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

On the other hand, some schools turn out a good deal of 
publicity material through the English classes. Good 
examples are the schools in Oakland, Richmond (Virginia), 
Johnstown (Pennsylvania), and Berkeley (California). 
Without doubt work of this kind is very good for the com- 
position classes and teachers, inasmuch as it furnishes them 
with a real "audience." After a little preliminary study, it 
would seem that composition classes might reasonably be 
expected to turn out material in a form to interest the 
public. Certain art classes in many schools turn out 
posters for this purpose that are very successful. 

It is only common sense to expect that newspapers will 
use far more material when it is sent them all ready to 
print. Again, the articles prepared at school are much 
more likely to represent, with proper emphasis on the 
different parts, the school requests for money, than those 
hastily prepared by editors or reporters who have only a 
general knowledge of school conditions. In any event it 
seems advisable to prepare plenty of material at school. 
The newspapers may then use directly what they can and 
revise other parts that are worth the effort. 

In addition to the material furnished the press in com- 
plete "copy," Superintendent Newlon met the repre- 
sentatives of the press in the drive phase of the Lincoln, 
Nebraska, campaign. In his own words: 

During the last week I met the reporters of the two 
evening papers at 10 o'clock each morning and gave out 
interviews, touching upon the various phases of the 
building problem in Lincoln. For example, one morn- 
ing we discussed the problem of health, on another the 
junior high school, on another the need for a vocational 
education program, and so on. The data for these had 
been carefully prepared by principals, supervisors, and 
others in the schools, so that each time we had a body 
of interesting and concrete material about which a good 
story could be built. 
[84] 



HOW TO PREPARE AND CIRCULATE MATERIAL 
III. ATTITUDE TO BE TAKEN IN PRESENTATION 

The attitude taken by the school authorities in pre- 
senting to the pubHc pleas for increased school expendi- 
tures is important in two ways. First, all printed material 
should breathe the spirit of confidence even though a hard 
fight is ahead. The opposition will in any event be ready 
with plenty of cold water. There is no need for any to be 
thrown by those supposed to be warming up the people in 
the campaign. A timid, apologetic, or deprecating manner 
on the part of the school authorities is very poor policy. 

The schools ought not to ask for anything that they do 
not need and that the community cannot really afford. 
But after it is definitely known through thorough investi- 
gation that the school needs are pressing and that the com- 
munity can afford the expense, the school authorities 
ought to go to work like good salesmen. A successful sales- 
man investigates carefully his prospective line of goods. 
As soon as he thoroughly believes in it on its merits, as 
soon as he honestly feels that he can do something for the 
buyer's benefit, he is ready to sell his line, and not until 
then. Once ready to face the world on the real merit of 
his goods, he feels equal to making almost any customer 
want his articles enough to pay out money for them. 

Second, while straightforward estimates of the whole 
cost must be given at the proper time, great pains must be 
taken to show how small the increase really is. (See 
pages 73-74.) This may be done by comparing the 
increase in school expenditures with that in other civic 
lines. Or it may be accomplished by showing how small 
the extra tax burden on each unit of taxation will be. 
Nos. 74 to 84 are good examples of deliberate attempts to 
minimize the burden features of the increased school 
expenditures. It will be noted that they are patterned 
after successful advertising and Liberty Loan methods. 

185] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

IV. CIRCULATING PUBLICITY MATERIAL 

The work of circulating publicity material once it is 
prepared depends largely upon the amount of money 
available for the campaign. The statutes in most states 
very wisely do not allow the expenditure of public funds 
for publicity work directly. Fortunately, much of the 
publicity material may with perfect propriety be circu- 
lated indirectly or with little expense to the taxpayers. 

A school board is required to report to the public. This 
means that when more money is desired, the reports of the 
board to the public may be centered on showing the needs 
and recommending definite increases. It is easy for the 
superintendent to influence them in this direction. Such 
reports may be issued in various ways. The annual report 
is used for this purpose very successfully in some places. 
For instance. Superintendent Yakel of Paducah, Ken- 
tucky, writes: 

In my report of last year I purposely eliminated all 
material, except that required by State Law, which did 
not relate to financial matters of the school. 

Superintendent Chapman of New Brunswick, New Jer- 
sey, has for several years been issuing an annual report 
which deals with only a few big problems, but which 
emphasizes cost features to show the need of greater funds. 
Superintendent Bradford of Kenosha has issued her annual 
report in the form of serial articles in the local papers. 
Sometimes the report appears in a special school number 
of the local paper, as with Superintendent Rossman of 
Stuttgart, Arkansas. 

Much valuable work in circulating publicity material 
may be done by the active workers in the campaign. 
(See pages 58 to 60.) 

Any mimeographed material prepared in the super- 
intendent's oflfice, or printed matter about the schools, 

186] 



HOW TO PREPARE AND CIRCULATE MATERIAL 

obtained from any source, can be distributed by school 
children so as to i*each about as many readers as do 
regular newspapers. Some care has to be exercised in this 
connection, or there may be a charge brought against the 
school authorities of selfishly utilizing the school machin- 
ery to further their own interest. This charge was brought 
in an Ohio city when the school superintendent had been 
shut out of newspaper communication with the public and 
could reach them in no other way. 

The use of children for taking out school campaign 
material is very general. In St. Louis, for instance, adver- 
tising reminders to vote for the school bond issue were 
hung one evening on "every door knob in the city^' by 
school children. Superintendent Wilson of Berkeley wrote 
as follows of the campaign there: 

The most effective work was done by the children and 
teachers through the letters they wrote to their parents 
and through the arguments they carried home due to 
the four-minute speeches which they developed in the 
schools. 



[87] 



CHAPTER SEVEN 

The Campaign under Way 
(A composite derived from successful campaigns) 

TO save the busy superintendent time and effort, it has 
seemed advisable to lay out a composite campaign 
with steps in chronological order, embodying the best 
methods of all the successful campaigns studied. In his 
own campaign the superintendent should strive to get a 
cumulative effect with his arguments, illustrations, and 
citations of fact. As a suggestion on this the complete 
layout used in a successful six months' campaign in Lin- 
coln, Nebraska, is given in No. 1. 

The treatment of the composite campaign will be given 
under three heads, with the steps under each indicated 
in chronological order: I. The general publicity cam- 
paign (lasting from six months to several years according 
to circumstances). II. The drive (a month or more). 
III. Additional work necessary to get the increase actu- 
ally carried if it must be submitted to popular vote. 

I. THE GENERAL PUBLICITY CAMPAIGN 

1. The general plans having been laid, the director 
and the managing committee start the discussion of school 
needs, preferably at a mass meeting. 

2. The worth of the schools is constantly stressed; 
when defects must be noted, the cause is clearly shown to 
be mainly a lack of suflScient funds. 

3. By all possible means the discussion is kept up. 

4. By a survey, personal investigation on the part of 
citizens, and skillful comparisons, a growing conviction 
that something must be done is induced. 

5. The discussion is gradually directed toward a 
demand for a specific plan for betterment. 

[88] 



THE CAMPAIGN UNDER WAY 

6. The director has the specific plan ready, and when 
things are favorable has it proposed by suitable sponsors. 

7. All along the teaching staff have been given a sort 
of a "know your own schools" or a "war aims" course on the 
needs of the school system and the plans for the campaign. 
Thus as soon as the drive starts, the teachers will be ready 
to answer promptly and satisfactorily inquiries about 
school work and to serve as radiating centers for sentiment 
favorable to increased school support. 

II. THE DRIVE 

1. The definite proposal is published, approval having 
been previously secured from every possible reputable 
organization in the city, from the state department super- 
visors, university specialists on educational problems, 
school survey experts, etc. 

2. The press comments favorably in editorials and 
runs school news in prominent places. 

3. Exhibits, demonstrations, and entertainments, 
all duly advertised, show the work of the school. 

4. Favorable interviews with all types of influential 
citizens appear at intervals in such fashion that the effect 
is cumulative. 

5. News of what similar cities have done for their 
schools appears prominently in the papers, with all 
superior achievements featured. 

6. Children carry to every home in town letters, 
circulars, and booklets explaining the proposal for in- 
creased expense, much of which material they have helped 
to prepare, so that their parents are already greatly inter- 
ested. 

7. Advertisements for the school, contributed by mer- 
chants, begin and continue, increasing in size, numbers, and 
force. 

189] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

8. At least one representative in every organization 
in town is listening for every note of opposition. As soon 
as this is reported, the rebuttal is promptly circulated 
where it will do the most good. 

9. A poll may be taken and all favorable results pub- 
lished. 

10. Addresses are given before every organization and 
at practically every general meeting, especially talks by 
four-minute men and children. The talks for the latter 
have been prepared in school, so that the parents are 
already interested. 

11. Cartoons, special articles, and slogans appear in 
printed material. 

12. Posters, placards, or exhibits of school work are 
put up in store windows, the post oflSce, etc. Handbills 
and dodgers are distributed to every home. 

13. Advertisements are placed on delivery wagons, 
vans, etc. 

14. Slides are prepared for moving-picture houses. 

15. Specific directions for voting in favor of the issue 
are circulated, preferably with a picture of a ballot cor- 
rectly marked and stressing the date. These are printed 
in papers, put on movie slides, and handed around on 
circulars. 

16. Special arrangements are made to reach factory 
workers at the noon hour or while they are going to and 
from work. 

17. The Sunday before voting day every minister 
preaches a sermon favoring the proposition. 

18. A few days before the vote, each child in school 
writes a letter to a relative or personal friend who is prac- 
tically certain to come out to vote. If the child is working 
under poor school conditions, the voter is asked to vote to 
help this particular child to secure better schooling. If 

[90] 



THE CAMPAIGN UNDER WAY 

the child has a good school, the voter is asked to vote to 
give other children, who are not so fortunate, an equal 
chance. 

19. At a choice moment, usually the day before the 
voting, a well-organized and attractive parade of school 
children, teachers, board members, and prominent indi- 
viduals and organizations supporting the measure takes 
place. The object of this is to make the indifferent realize 
the magnitude and popularity of the demand for improved 
schools. 

20. On voting day, tags are pinned on those who have 
voted favorably, announcing the fact. 

III. ADDITIONAL WORK NECESSARY TO INSURE THAT THE 
DESIRED INCREASE WILL ACTUALLY BE VOTED AT THE 
POLLS 

1. A complete card catalogue of voters is made up 
through children and teachers or taken by post card, 
showing the way citizens will vote. 

a. Those against the measure are approached, care 
being taken to try to change their views by every legiti- 
mate means. 

6. When prominent converts are made, sufficient 
publicity is given the fact. 

c. Publicity is given to anything indicating that 
there will be a majority vote for the proposition. 

2. There must be a good organization to get out the 
vote on election day. 

a. An automobile fleet, under a competent director to 
bring voters to the polls, is run by high school boys, 
club women, and if possible by leading business and pro- 
fessional men. 

h. Special effort is made to get the stay-at-home 
voters or those who cannot easily spare the time, to go 
to the polls. 

(91] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

c. Arrangements are made for high school girls to 
stay with children and sick people, so that every woman 
possible can cast her vote. This vote will practically 
always be for the better school support. 



[92 J 



CHAPTER EIGHT 

Examples of Good Publicity Material Used in 

Successful Campaigns for Better 

School Support 

THE preparation of this final chapter was prompted by 
the beUef that concrete illustrations from successful 
school campaigns may be not only more illuminating but 
also time saving for those who must prepare material of 
their own. The examples of publicity material herein 
given can be easily and quickly adapted by the school 
authorities who contemplate similar campaigns. In the 
judgment of the superintendents who furnished the data, 
the examples and illustrations are excellent for the pur- 
poses intended. Practically all are from campaigns that 
succeeded or that were shortly afterward followed by 
similar efforts that did achieve results. While of course it 
cannot be proved beyond a doubt that this publicity 
material was the sole or even the chief cause of the success, 
there is every reason to believe that the kind of effort 
which it typifies was a big factor in securing the better 
school support achieved in the campaigns. This last 
statement is made by the writers after careful study of the 
publicity material itself and of the opinions of superin- 
tendents and managers of successful school campaigns in 
some seventy cities of various sizes and from all parts of 
the country. 

It cannot be too emphatically stated that some of these 
selections are valuable only as suggestions or patterns. 
The descriptions embodied in certain of them applied only 
to conditions which were wiped out when success was won 
in the campaigns. In nearly all the excerpts dealing with 
costs, the figures are of course already out of date. The 
thoughtful superintendent will, however, have little 

[93] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

difficulty in recognizing such selections and in adapting 
them to his needs. 

For convenience, each selection is given a number which 
is used for reference purposes in the body of the text. The 
selections are grouped under the following headings, which 
occur in order: I. Layouts. II. Committee reports. 
III. Presentations of school needs. IV. Appeals to civic 
pride. V. Statements of increased educational advantages 
to be gained by adopting the proposed plan. VI. Pictorial 
presentations. VII. Appeals to particular groups of voters. 
VIII. Advertisements and press work. IX. Treatments 
of costs to taxpayers. 

I. LAYOUTS 
No. 1 Layout for a Building Campaign 

TITLES OF ARTICLES FOR SIX MONTHLY INSTALLMENTS IN THE 
SCHOOL PAPER AS USED AT LINCOLN, NEBRASKA 

Installment 1 

Comprehensive building program outlined. Plans for housing all the 

children of the city in modern buildings^ 
Should pity of Lincoln teachers be increased? Some facts and figures. 
More money needed to maintain schools. 

Legislation asked. A letter from the president of the board of education. 
President Wilson urges liberal support of schools. (Insert, center of page.) 
School publicity. (Purpose of establishing the Lincoln School Bulletin.) 
Junior civic league book. (Just published, describing patriotic and 

civic projects.) 
Large citizenship classes in night schools. 

Installment 2 

(Photographs of cottages in poor condition, used for school buildings.) 
The junior high school — A distinct feature of the building program. The 

six-three-three plan fully explained. Advantages of the junior high 

school organization. 
Cost of building program. An itemized statement. 
Teachers' salaries. (Editorial on a bill to authorize tax levy.) 
[94] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

Money in the general fund is inadequate. 

Capital building opening (a school). (Cost of remodeling. Opening for 

inspection.) 
Pupils want work after schooL (Request to business men for help.) 
Additional tax levies. Board of education asks that present law be 

amended upward. 
An interesting community program planned. 

Installment 3 

House Roll Number 416 Provision for an increased tax levy. The 

referendum may be applied to the school-building program. 
Education in England. A complete system of public schools provided. 

Vast sums of money to be expended. 
Your child should stay in school. School will increase his earning power, 

happiness, and usefulness. 
General view of school finances. (Graph. Receipts and disbursements. 

Salaries in black bar graphs. Insert in center of page.) 
Teachers' salaries. (Editorial on need of increase.) 
(Item on useful work done by Junior Red Cross boys.) 

Installment i 

Building program. (Outline form.) 
I. General building program. 
A. Elementary schools. 

1. Buildings to be erected 

a. Hartley etc. 

II. Order of buildings. 

III. Summary of estimated costs. 

IV. Need for these buildings. 

Installment 5 
(High school edition) 

The social life of the high school. A miniature world in which the students 

practice citizenship. 
War shows value of schools. 
The Lincoln high school program of studies. Fourteen curricula designed 

to meet the needs of as many groups. 
Curriculum needs of the high school. Shops for industrial work essential 

to complete organization. 
The most promising feature of Lincoln's growth. (Increasing enrollment.) 

[951 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

The importance of planning for high school education. (Editorial.) 
Lincoln high school students make good in army. 
Why attend Lincoln high school.? (Center insert — last page.) 
What the Lincoln high school offers. (Center insert — ^first page.) 
Physical eflficiency of high school students. 

Installment 6 

VOTE BONDS FOR SCHOOLS. TWO-MILLION-DOLLAR ISSUE PLANNED BY THE 
LINCOLN BOARD OF EDUCATION 

Special election set for June 24. 

Money derived from bond issue is to be spent for clearly defined purposes. 

W^hat will it cost in taxes? 

Is it worth while .f^ 

MODERN SCHOOLS. (Essential to health and instruction.) 

The Cost. (Center-of-page insert.) Table on school levy. (This illus- 
tration is reproduced elsewhere in full. See No. 74.) 

Bonds for school buildings. (In other cities.) 

The schools and Greater Lincoln. 

Five arguments for the bond issue. 

An emergency issue. (The bond issue.) 

What our citizens say. (T. J. D and others cited to make up a page 

of endorsements from prominent citizens.) 

No. 2 Layout of a Pamphlet for a Salary Campaign 

SUBTITLES USED AT ROCHESTER, NEW YORK. THE TITLE PAGE OF THIS 

APPEARS AS NO. 59 

To the People of the City of Rochester: 
The object of this pamphlet. 
The present schedule. 
The proposed schedule. 
Can the city of Rochester financially afford to adopt the proposed 

schedule? 
Is the proposed salary schedule unreasonably large .^^ 
How does the present salary schedule compare with the schedule of 

other cities? 
Requirements for appointment as a grade or kindergarten teacher to 

the public schools of the city of Rochester. 
Why does the board of education regard the proposed schedule as 

necessary? 
[96] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

Conclusion. 

How much is the education of your child worth to you and the com- 
munity? 

No. 3 Layout for a Folder to Be Used in a 

Campaign for Increase in General 
School Support 

An excellent four-page folder from Paducah, Kentucky, 
gives much important information in skillful statistical 
summaries under such headings as: 

What the Public Schools of Paducah Have Done during 1917-18. 
Facts concerning School Finances. 
What Our Neighbors Are Doing. 

Where Paducah Stands among Cities of Her Size in the United States. 
WTiat Other Kentucky Cities are Expending for Schools. 
School Expenditures in the United States. 

Salaries of Public School Teachers Compared with Other Salaries Paid 
in Paducah. 



II. COMMITTEE REPORTS 
No, 4 Report by a Committee of Citizens 

At Oklahoma City the following was used in a pamphlet 
where the minimum increase needed for schools was set 
at $200,000, although the committee had recommended 
much more: 

A committee of citizens visited the various schools last year and 
recommended that a bond issue of at least $500,000.00 be voted to 
care properly for the needs of the schools at that time. Since that report 
was made the attendance has increased, making the need for improve- 
ments greater than at that time, but the board realizes that this is no 
time to destroy wooden buildings to make way for fireproof construction 
when the purchasing power of the dollar in labor and material is so much 
below normal. 

[97] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 5 Report Giving the Views of Recognized 

Leaders from Outside the Community 

Is This Proposed Salary Schedule Unreasonably High? 

The Committee on Education of the New York Federation of Labor 
submitted in its report thirty-eight recommendations for the improve- 
ment of the pubHc schools of the state. In this report the Committee 
recommends "A state law to the effect that the minimum annual salary 
for teachers shall be not less than $1200 a year." 

Under the proposed salary schedule of the board of education the 
beginning salary would be but $800 a year, and a teacher would be 
obliged to teach four years before she could receive the $1200 a year 
which organized labor recommends as a beginning salary. 

From pamphlet used in the Rochester, New York, salary campaign 

No. 6 Report by Advisory Committee of Ladies 

To THE Honorable City School Board 
Houston, Texas 

Gentlemen: 

We, your committee of ladies advisory to the school board, beg leave 
to report that we have just completed a thorough inspection of all the 
school property in the city. We have visited every school building 
belonging to the city, and have inspected thoroughly the grounds, rooms, 
halls, basements, closets, and every portion off the school property. . . . 

We especially noticed the buildings recently erected by the city. Of 
these the Longfellow School was by far the best cared for. At Rusk, the 
janitor's service was fairly good, but at Crockett and Dow the service 
was hardly good to that extent. In some of these buildings we noticed 
that the children were already beginning to put marks of various kinds 
on the walls, but the Longfellow showed no sign of such defacement. . . . 

We found the Lamar School to be the best cared for of all, and there- 
fore we recommend that Mr. ^— ; the janitor of this 

building, be awarded the prize as the best janitor in the white schools. . . . 

We urgently recommend that in the future, when new buildings are 
erected, there should be either no underground basement, or very 
little. . . . 

While the care of the building as a whole has been fairly good, there is 
still much to Ibe desired. A little care in the beautification of the yard, 
the setting out of flowers, the planting of ivy, etc., would make the 
grounds as attractive as those of Allen or Travis. . . . 

[98] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

At Crockett there was not that evidence of the interest in the care of 
the building which we would expect in so new a school. Crockett is one 
of the new buildings afflicted with an underground basement. . . . 

The general condition at the Abbott School was fair, but the yard 
was full of weeds. . . . 

We recommend th^t at Harlow a two-foot elevated walk be made, so 
that teachers and pupils will have better access to it in very wet weather. 
It is an attractive building, although the janitor's service appears to have 
been not quite sufficient. 

The Bray's Bayou School consists of one room, and that one not very 
clean. 

We note with pleasure the general improvement in the character and 
cleanliness of our school buildings during the past year, and trust and 
believe that it will be continued during the next. 

From the 1913-lIt. Annual Report of Houston, Texas 



III. PRESENTATIONS OF SCHOOL NEEDS 

Presentations of school needs are most successfully made 
by using statements of fact to emphasize such matters as 
growth in population, school enrollment, overcrowding, 
numbers housed in temporary quarters, pupils on part 
time, lack of playground and assembly facilities, number 
of rooms needed to care for increased enrollment, greater 
relative increase in school population and cost of operating 
than in income and capital outlays, etc. The illustrations 
in this section show presentations of needs on one or more 
of these matters. 

No. 7 We live in a growing city 

During the last ten years the enrollment in our elementary schools 
has increased 60 per cent and the enrollment in the high school has 
increased about 185 per cent. During the same ten years the population 
of the city has doubled. It has been almost impossible to build school 
buildings fast enough to take care of the increasing school population. 
The large increase in the enrollment of the upper grades means that 
pupils are staying in school longer than formerly. 

[99J 



CAMPAIGNS FOR BETTER SCHfOOL SUPPORT 

That new buildings are necessary is evidenced by the fact that the 
high school building completed three years ago, capable of accommo- 
dating 1000 pupils, cannot take care of 1500 pupils. The overflow is 
being taken care of in the old high school building which was left to house 
the pupils of the elementary schools in the Webster district. Because 
the old high school building is not available for elementary school pur- 
poses, the board of education is planning & new building for this district. 

Our present buildings are inadequate 

Many of the buildings used by the elementary schools are over- 
crowded. There are now fifteen schools housed in temporary frame 
structures, scattered over eight different districts. There are nine 
rooms in frame buildings used for manual training purposes. There are 
eight schools accommodated only in hallways, oflices, or basement 
rooms. It thus appears that there are thirty-one elementary schools 
housed in temporary quarters, not to mention the nine manual training 
rooms. Wichita, Kansas, leaflet 

No. 8 

The school population of Indianapolis has increased rapidly, so that 
three new 16-room buildings should be built each year to house her 
elementary schools, while the high schools have been without adequate 
and proper facilities for five or six years. 

Because the amount spent on capital outlays has been inadequate, 
approximately 2800 children are now without seats in proper school- 
rooms. This means that Indianapolis lacks about five 16-room buildings 
of being able to house the present group of pupils. 

Index statements from Indianapolis pamphlet. The treatment 
proper included statistical data, in brief tabular form. 

No. 9 

Conservatively, then, Johnstown is more than 2500 pupils behind in 
satisfactory building accommodations. In other words, we are over 
eighty rooms short of adequately housing the pupils enrolled in our schools. 
Johnstown, Pennsylvania, leaflet to school patrons 

No. 10 

The members of the board of education have carefully studied school 
conditions in Omaha. 
They know: 

The present plant is inadequate. 
Many children can attend school only half days. 
[100] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

There are 60 rooms in the Omaha elementary schools, with more than 
50 pupils in a single room. 

Many schools have two teachers instructing pupils in the same room at 
the same time. 

There were 2088 more children in the Omaha Public Schools on the 
opening day this year than one year ago. 

We have 2000 elementary pupils housed in frame annexes. 

We have 1459 young men and women attending one high school con- 
sisting of 19 separate temporary buildings, — old storerooms, frame 
annexes, etc. 

Children need additional playground space. 

Omaha has no auditorium in any school building large enough for all 
teachers to meet together at one time. 

Conclusion : 

After giving careful thought and best judgment to these conditions, they 
have formulated a building program covering an eight-year period, 
providing suitable places where the boys and girls may get the educa- 
tion to which they are entitled. $5,000,000 is needed. Will you give 
this matter serious thought and vote November 4th? 
An insert used in the middle of a page in the Omaha School Bulletin 

No. 11 

The Lincoln School Bulletin (Nebraska) in its first issue 
started a campaign for better school support by giving pre- 
liminary facts. A typical article is that on "More Money 
Needed to Maintain Schools." The sub-headings are: 

Cost of operating has increased more rapidly than tax collections. 

Increase in income only 8.7 per cent. 

Increase in enrollment 20 per cent. 

Increased cost per pupil 33 per cent. 

War-time economies. 

Capital outlay from general fund no longer possible. 

Increased income absolutely needed. 

No. 12 Here's what Oklahoma City is up against 

2768 more pupils than there are accommodations — NOW. 
4003 more pupils than rooms to hold them — NEXT FALL (Estimated). 
5328 more pupils than seats and desks—FALL OF 1920 (Estimated). 

Oklahoma City folder 
[101] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 13 



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102 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

Statements that Point out Needs from the Standpoint op 
Sanitation, Safety, and Morals 

No. 14 

Do you know that the unsanitary conditions in our high school have 
become so notorious that the North Central Association of Colleges and 
Secondary Schools has dropped our school from the list of Accredited 
High Schools? This means that your children, after their graduation, 
are not permitted to enter a university or college in the North Central 
Association on the same basis as the graduates of other high schools, but 
that they must take another examination to enter. 

Clinton, Iowa, leaflet 

No. 15 

The hallways and cloakrooms have been pressed into service as class- 
rooms and, be it said to our shame, part of the work of the Commercial 
Course has to be carried on in the dampness of the high school basement, 
in close proximity to the boys' and girls' lavatories. 

Think of the morality and safety of your children if you will not think 
of the educational advantages to which they are entitled. 

Clinton, Iowa, leaflet 

No. 16 The Old Building 

The building was erected thirty years ago as a grade building and had 
additions built twenty and twelve years ago, respectively. The entire 
structure is of wood with a veneer of cheap brick facing on the outside. 
Any insurance man will testify that such a building is the most inflam- 
mable on earth and the most dangerous in the case of fire, which would 
become uncontrollable as soon as it got a good start. It is thus a Jiteral 
firetrap in itself and when it is remembered that over four hundred 
students occupy the building from cellar to gal-ret the possibility of a 
holocaust in case of fire is startling. Built originally as a cheap, light 
structure on a light stone foundation, it shows its age and decrepancy in 
every nook and corner. Walls have settled, letting the floors settle; the 
plaster of ceilings and side walls is cracked and loose in many places due 
to settling and to its being continually rimwracked in every heavy wind- 
storm. The roof is poor and patched, and is made up in different parts 
of shingle, gravel, and tin, requiring continual patching to reduce the 
leakage at every rain or thaw of snow. So much water has at different 
times come through the roof that considerable areas of the ceiling plaster 

[103] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

in different upper rooms have fallen from time to time, the last fall taking 
place from the commercial room ceiling only a few weeks ago. 

Marinette, Wisconsin, circular 

No. 17 Statement that Appeals to a Sense op 

Fairness and Justice 

Relatively considered, therefore, the fact that present school salaries 
in St. Paul are low must be at once admitted by any one who looks into 
the situation. . . . There sometimes used to be the feeling that teachers 
were highly paid. Facts did not bear this out, but many frugal people 
persuaded themselves of the statement. But whatever was true, no one 
can now truthfully say that St. Paul teachers are even reasonably paid. 

So far, then, as the Bureau of Schools is concerned, we are glad to 
state, both to the teachers and to the people of St. Paul, that justice 
and the demands for reasonable school progress will both require an 
increased salary schedule. 

Official Bulletin, Department of Education, City of St, Paul, Vol. 2, 
No, 5 

IV. APPEALS TO CIVIC PRIDE 

Such appeals are usually made through statements that 
tend to bring out the gain that will accrue to the city's 
reputation as a desirable place in which to live and to 
bring up children, the class of citizen it will attract and 
develop, the increase in general business and property 
values that will result, the comparative insignificance in 
cost of the things that are asked, and the relative rank 
that the city holds among similar cities because of its 
schools. The following selections illustrate one or more 
of these points: 

No. 18 By their schools shall ye know them 

Does ever the wise parent choose a new abiding place without first 
making the character and standards of that new home a vital considera- 
tion? Can any person say honestly that the high reputation of Denver's 
school system, with its capable teachers, has not played a big part in 
Denver's unprecedented growth in population? 

Denver School Review, VoL II, No, 1 

1 104 ] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 19 

There is a movement in the city to advertise Omaha over the United 
States. It is planned to spend $30,000 in this campaign. The city schools 
are its best advertisement. . . . Such conditions as are prevalent in 
the High School of Commerce are enough to deter any one from settling 
in a city so indifferent in providing educational facilities. 

Statement used at Omaha 

No. 20 

The direct and indirect benefits of this project will be numerous. 
Among the most important will be the acceleration of general business, 
due to increased population, and the high state and national prestige 
that will result to our city. People will no longer be forced to move to 
seek better educational facilities for their children; Clinton will no 
longer be compelled to see the finger of scorn turned toward her high 
school system. ClinioTiy Iowa, pamphlet 

No. 21 

This district presents one of our greatest problems in education, as 
the population is largely foreign, and steps should be taken at the earliest 
possible moment to place there a building that would satisfactorily care 
for the Gillham School children, and at the same time be suitable for the 
Americanization work, which should be conducted for the benefit of the 
adult population of the district. 

Alton, Illinois, Superintendent's statement of objectives 

No. 22 

A superior school system is the ideal community investment. When 
the proper additions, made possible by the passing of the bond issue, 
have been completed, Berkeley will attract the class of citizenry which 
will positively increase present property values and add greatly to the 
happiness and prosperity of our community. 

Endorsement used at Berkeley 

No. 23 Your business sense knows 

That sanitary schools, adequate schools, well-built schools, that 
schools in keeping with the progressive spirit and eflScient enterprise of 
forward-looking people, spell Asset for any community and never Liability. 

Denver School Review, Vol. II, No. 1 

[105] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 24 

In the Los Angeles teachers' salary campaign the 

teachers were instructed by their manager 

"to impress upon the taxpayers the favorable influence upon property 
values exerted by the present school institutions/' 

No. 25 

It is inconceivable that a city which hajs loaned the Federal Govern- 
ment two hundred million dollars, to make the world safe for democracy, 
will he unwilling to bond itself for eight millions to provide enough rooms 
for its children to go to school. Buffalo Bond Issue pamphlet 

No. 26 

Denver lent Uncle Sam $57,372,350 to arm his boys for the big fight. 
Will she refuse to give $8,000,000 to arm her children for life's great 
battle? Denver School Review, Vol. II, No. 1, page 7 

No. 27 Can we afford to bring all our buildings 

up-to-date now? 

The vital question is, "Can we afford not to.?^^' 

For less than half the cost of a battleship we could make the Denver 
school plant the equal of that of any city of its size in America. 

Denver pamphlet 

No. 28 How does the present salary schedule compare 

with the schedule of other cities? 

According to the census of 1910 there are ten other cities in the country 
of approximately the same size as Rochester. Six of these have a higher 
schedule than the schedule now in force in Rochester. This means that a 
majority of these cities pay a higher beginning salary and a higher maxi- 
mum salary than Rochester is paying. We, therefore, rank seventh in 
this list of cities^ Is this in keeping with our work in other lines? We 
lead in so many other respects that we ought to lead in this one. The 
proposed schedule will enable us to do so. 

Rochester, New York, pamphlet 

[106] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 29 Where Paducah stands among cities of her size 

in the United States 

1. In regard to percentage of taxes received from the city, PADUCAH 
IS THE LOWEST CITY IN THE UNITED STATES (16.06%), the 
next lowest city being Vicksburg, Mississippi, which pays her schools 
23% of all revenue collected. 

2. IN PER CAPITA OF POPULATION EXPENDITURES, 
Paducah is NEXT TO THE LOWEST CITY IN THE UNITED 
STATES, of her size. (Paducah gives her schools $2.12. Average in 
U. S., $4.19.) 

3. PADUCAH PAYS LESS to her schools in proportion to amount 
paid for police and fire than any other city of her size in United States. 
Paducah expends 74.6 cents for schools where she expends $1.00 for fire 
and police. (Average city in U. S. expends $2.22 for schools for every 
dollar expended for fire and police.) 

4. Although only eleven cities of her size expended more money for 
all municipal purposes than Paducah in 1913, there were only three of 
these sixty-seven cities which paid less to their schools. 

Paducahy Kentucky, leaflet 

No. 30 



Menasha spent $45,000 in 


25 


years on new scl 


lools. See what smaller 


ivns have done: 










Two Rivers 




Pop. 


7000 


$130,000 


Platteville 






5000 


200,000 


Menominee 






5500 


150,000 


Edgerton 






3000 


125,000 


Clintonville 






3000 


180,000 


Berlin 






4800 


250,000 



Movie Slide at Menasha^ Wisconsin 

V. STATEMENTS OF INCREASED EDUCATIONAL ADVANTAGES 
TO BE GAINED BY ADOPTING THE PROPOSED PLAN 

No. 31 

This building should be abandoned as soon as the board considers it 
feasible and the children transferred to the Lovejoy School, which should 
be enlarged by an addition of two rooms with basement to accommodate 
manual training shop, domestic science laboratory, and lavatories for 

[1071 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

boys and girls. This move would greatly improve the morale and eflS- 
ciency of the colored schools and would permit a better organization of 
the classes, which would result in better instruction and higher efficiency 
all around. From Alton, Illinois, circular 

No. 32 Value of Junior High School Organization 
Why should we build junior high schools? 

1. They keep the ninth-grade pupils closer to your home district. 

2. They give the pupils a chance to be promoted by subjects rather 
than by grades. 

3. They give the boys and gbls a chance to begin to prepare for 
their careers at the time they should begin. 

4. Pupils can begin to learn elementary electric wiring, concrete work, 
commercial work, shop work, printing, dressmaking, etc. 

5. They keep the boys and girls in school for a longer period. Data 
show that many boys and girls who would otherwise drop out at the end 
of the 6th, 7th, or 8th grade remain in school through the 9th grade 
where thei*e are junior high schools. 

6. The Junior High School is economical from the standpoint of the 
boy or girl who lives a distance from the high school and has to pay car- 
fare. The junior high schools are placed, if it is at all possible, within 
walking distance of the pupils who attend them. 

7. The Junior High School includes 7th, 8th, and 9th grades. Thus 
relief would be afforded to many congested grade schools by the transfer 
of 7th and 8th grade pupils to the Junior High School. 

Omaha PvhUc Schools, November, 1919 

N0# 33 ADMINiaTRATIVE ADVANTAGES 

A Junior High School includes the 7th, 8th, and 9th grades. It thus 
relieves congestion in both elementary schools and in senior high 
schools. . . . 

The 6-3-3 plan provides an elementary school in the immediate 
neighborhood of the child, a junior high school within walking dis- 
tance. . . . 

The junior hi^ school brings together in one school organization the 
7th, 8th, and 9th grade pupils from surrounding elementary schools in 
sufficient numbers to make possible many educational advantages which 
cannot be provided at the present time with these pupils divided into 
several small groups in separate grade schools. . . . 

(1081 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

Educational Advantages 

1. Provides Attractive Special Rooms. . . . 

2. A Richer and Varied Program of Studies. . . . 

3. Helps Pupil Discover His Abilities and Opportunities. . . . 

4. Provides for Individual Differences. . . . 
.... It makes possible: 

(a) Promotion by subject rather than by grade. 

(6) Organization of homogeneous groups — pupils with 

similar desires and abilities. This is not possible in 

small schools. 
(c) More rapid promotion of certain groups and individuals. 

5. Eliminates Dull Monotony. . . . 

6. Pupils Stay in School Longer. 

(a) The junior high school is entered before the pupil has 

reached the age limit of compulsory attendance. . . . 

(b) The offerings and attractiveness of the school itself will 

keep many pupils in school who would drop out in the 
ordinary 7th or 8th grade. By staying in school these 
three years many pupils will "find themselves." . . . 

7. Transition to Senior High School Easier. 

With the present type of small grammar school the pupil 
who finishes enters a strange land in the large, highly 
organized high school. He is bewildered by the maze 
of its intricate machinery. He has been living a very 
different school life. The operations of his school have 
been comparatively simple. He is now forced into an 
abrupt and sometimes, to his dismay, a violent transi- 
tion. The result is discouragement, failure, and 
withdrawal. For years more jnipils have dropped out 
during the first year of high school than during any other 
year in the twelve-year course. 

From Des Moines pamphlet 

No. 34 Increased Salaries Necessary to Hold 

Strong Teachers 

The United States Commissioner of Education states: 

Salaries of teachers are so low that they offer neither incentive to 
professional preparation nor encouragement to long tenure. Moreover, 
the new and more lucrative opportunities which the war has made avail- 

1109] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

able to teachers have made serious inroads on the profession. It cannot 
now be expected that qualified persons will continue to teach or that 
capable ones will prepare for teaching, unless radical and sweeping changes 
are forthcoming in the salary scale. 

Used in Los Angeles salary campaign 

No. 35 

Many of our teachers have left us during the past season to obtain 
better positions as interpreters, clerks, stenographers, etc., and while 
the increase may look like a substantial amount, it must be borne in 
mind that these salaries are drawn for very little over nine months, and 
that during the other three months the teachers are under heavy expense 
attending summer schools, etc., reviewing and preparing for better work 
during the coming season. Oklahoma City folder 

No« 36 What the Program will Do for 

Americanization 

A large portion of the children in Cambria City schools come from the 
homes of the city's foreign population. Conditions must not be imposed 
upon this element of our population that we would not impose on our- 
selves if we want America to mean "justice." The alien in our midst 
senses such distinctions more than we think. The real simon-pure 
Americanization is done through the children in our school. Let us see that 
the fountain flows pure and abundant. A new building of sixteen rooms at 
Chestnut Street would, right now, fill up nine of its rooms with little 
"New Americans." A vote for the Bond Issue is a vote for a Square Deal 
to Cambria City. From a dodger used at Johnstown, Pennsylvania 

No. 37 The Community Center Plan 

Neighborhoods should be American and a combination of the best of 
all races that live in them. It is here that the school can become the 
conference and men organize themselves in a community forum meeting 
in the schoolhouse for the discussion of all questions which concern their 
neighborhood. From discussion of neighborhood problems grows the 
discussion of city, state, and national problems. If men are to under- 
stand American political ideals, they must be lived in the very neigh- 
borhood. 

In this council chamber the American of foreign descent should bring 
his conception of America, and should be helped in an understanding of 
American ideals and opportunities. He should learn that there is some- 

1110] 



EXAMPLES OF GOOD PUBLICTTY MATERIAL 

thing more to America than its material strength, and he should ask the 
question, "How did this come to be?" 

The Community Center plan requires of the school a good assembly 
room, reading room, kitchen, and a gymnasium, for it is to be the center 
where men meet for recreation, music, and social relationship, as well 
as for political ideals. From this center they should go forth with a 
larger understanding of America and their own opportunities and respon- 
sibilities. Our Public Schools, Oaklandy Vol. Ily No. Jf. 



VI. PICTORIAL PRESENTATIONS 

Samples are given of the three types of pictorial devices 
which are freely used in the most successful printed 
publicity matter: 

1. Photographs of actual school conditions. Suggestions 

for photographs and legends will be found in No. 
38, which gives material used at Berkeley, California. 

2. Cartoons, for examples of which see Nos. 39 to 42. 

3. Graphs and pictorial presentations of statistical matter. 

See Nos. 13, 43, 46, 47, and 71. 

No. 38 Descriptions of Certain Pictures Used in the 
School Number of the Courier — Berkeley, 
California, March 22, 1919 

P indicates a description of the picture, and L indicates the legend 
used with it. 

P. Back of cheap wooden temporary buildings. 

L. Are you proud of your ONLY high school? Have you ever looked 
behind the veneer that faces Grove Street and Allston Way? 
These shacks in the yards are crowding the boys and girls on to 
the lots and streets so that the "Music Conservatory" and the 
"drawing studio" may offer education to the older boys and girls 

P. Back of shingle-sided portable. 

L. Here is a portable at the Jefferson. Even the Little Red Schoolhouse 
of Grandma's days had nothing on it. Would you like to still 

[iiij 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

pump the water you used and travel a hundred feet to an "out- 
house" ? Why not give the children of Berkeley a real school plant? 
Isn't your sister city Oakland way ahead of cultured Berkeley? 

P. Low-ceilinged basement of ward school, crowded with boys; posts 

and hot-air pipes very prominent. 
L, The boys of the Oxford School are treated just as badly as the girls. 

Their dining place is also the basement of the Oxford School. 
No, the school department cannot help it; you are the one who is 

going to give these little men space in which to grow. 

P. Dark upper hall of a ward building, lighted by glass uppers in walls 

of classrooms, crowded with girls. 
L. Scene, upper hall at Longfellow School. Note the crowded condition, 

showing that all the rooms are caring for double the number of 

children contemplated. What would happen in case of a panic? 

Will you assume fiurther responsibility? 

P. Very cheap sheds. 

L. Thousand Oaks district has these sheds for its school purposes. Will 
you give them better on March 29? 

P. Primary children seated in a kitchen with light from small window 

in rear. 
L, The children of the Oxford School are posing for the picture — ^but — 

they are in their REGULAR seats in a kitchen, under a poor system 

of light and in a place never meant for the instruction of babies. 

No, the school department cannot help it — ^but YOU can. Vote 

yes on the bonds. 
P. Yard near portables, filled with children exercising in the open air. 
L. Shows the shacks and crowded yards in which some children of the 

Longfellow district study and exercise. 

P. Cheap portables. 

L. Portable school at the John Muir — and there are plans now ready 
for the needed unit, and the administration and heating plant is 
there now. Who shall say which child shall study in a modern 
structiu'e or in such shacks as these? Vote YES on the bonds and 
give each child an even break. 



(112] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 39 Cartoon Used in Salary Campaign at 

Los Angeles 

Can We Hesitate? 




Tim**. May U. 1919 
(1131 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 
No. 40 Cartoon Used in a Salary Campaign 

THE PUBLIC PA Y ROLL 




ICoiVtiiltl. IMIL y** twk ttOnm^ iaci 



Reproduced by permission of the New York Tribune, Inc. 



114] 



No. 41 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

PUPIL*8 CaRTCX)N 



SOUOOL 




MY DAD FAV0R8 
THEBOHO ISSUE 

DOES YOURS? 



From Johnstown, Pennsylvania, School News 



1115] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 42 Graph to Show Need of General Increase 

IN School Revenues 



1914 1915 IQI6 1917 1918 1919 




6CHOOI. X*«^ 

From Tax-payers^ School Bulletin, Springfield, Illinois 



No. 43 



Bab Graph 



ff 



VoteTuesday, March 2 5th "For the Levy 

This wiU insure a nine months term and the efficiency of the school system wiU be contmued. 



The reasons: 




January, 1919, Enumeration, 15,556. 
Net increase, 2,103. 



1918-19, 450 Teachers. 

1919-20, 515 Teachers (estimated) 



From Tulsa, Oklahoma^ handbill 



[116] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

VII. APPEALS TO PARTICULAR GROUPS OF VOTERS 
Appeals to Parents 

The figures in these illustrations are now much out-of- 
date, but the examples are still very valuable as patterns. 
No. 45 is particularly good in that it will attract the 
attention of parents of small children, and of most women. 

No. 44 

Under a photograph of a young man graduate coming 
down the high school steps, the following appeared on a 
poster used in the Los Angeles Teachers' Organisation 
Salary Campaign: 

The graduate 
Is he a paying proposition? 

Every day spent in school pays the graduate nine dollars. This is 
shown in the following table, compiled by the United States Bureau of 
Education : 
Uneducated laborers earn an average of $500 a year for 40 years, 

a total of $20,000 

High School graduates earn an average of $1000 a year for 

40 years, a total of $40,000 

This education requires 12 years of schooling of 180 days each, a 
total of 2160 days in school. 

If 2160 days at school add $20,000 to the life income of the graduate, 
then each day at school adds $9.02 to his ultimate earnings. 

The twelve years these young people have spent in your schools add 
$21,500,000 to their potential earning capacity. 

Does it pay to educate? 

No. 45 

Under a picture of a little boy building with blocks, the 
following appeared on another poster used in the Los 
Angeles campaign : 

What chance has this child? 
Investigation has shown that the state or the community that gives 
the greatest educational opportunities to its youth receives the greatest 
returns in efficient citizenship and in financial advantages. 

[117] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

The earning capacity of the citizens of the different states varies in 
direct proportion to the amount expended upon public school education. 

Months of research conducted under the direction of the educational 
authorities of an Eastern state, relative to the situation in two typical 
states, proved the following: 

[Figures were cited to show that a state which gave a large number of 
years of schooling to each child at a large cost per year developed citizens 
who earned several times as much as those in another state which had 
only about half the number of years of schooling for each child and spent 
only about one-fifth the amount per child.] 



No. 46 



Pictorial Graph 




Frcym Kenosha leaflet 



1118] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 



No. 47 Poster Devised by National Child Welfare 

Association 

THE 

MONEY YALVEof 
TECHNICALTRAINING 



UNTRAINED 




14— S400 per week 
16-/7.00 " " 
20— /9.50 " 
22.-/U.30 " " 

25../13.75 '' " 



TRAINED 
Age 
i^'Still in sehool 

i^"-Sio.oo per week 
20-./15.00 " " 
22— /20.00 " " 
23-/31^0 " " 



From cut used at Sjyringfield, Illinois 



Appeals to the Labor Vote 



No. 48 



Of this $300,000, Clinton Labor will receive the greater portion of the 
$125,000 to be spent for labor, and Union Labor will be given a square 
deal in every respect. Therefore, while the construction of this High 
School is for the direct benefit of your children, it will also be of direct 
benefit to the laboring men of our city, and will be an important item in 
the work of the after- war reconstruction period. 

ClintoTiy Iowa, Leaflety signed by Tri-City Labor Congress and three 
railway brotherhoods 



1119] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 49 Plan to Give Local Concerns Contracts 

In event of the success of the proposed school bond election, the 
Berkeley board of education has declared its intention of disposing of the 
building contracts under the segregation plan, which will not only mean 
a saving in the cost of construction, as has proved the case heretofore, 
but will insure keeping a greater portion of the work at home. 

In other words, the various contracts will not be too large to prevent 
local contractors from bidding and will not be large enough to induce 
outside contractors with their outside labor to come to Berkeley. This 
plan has proved satisfactory in the past, resulting in considerable saving 
and at the same time keeping the contracts at home. — Berkeley Gazette. 
{From the school issue of the Courier, Berkeley, Ccdiforniu, 
March, 1919) 

No. 50 

By using Colorado labor and material to the greatest possible extent, 
we shall greatly improve labor conditions. Dertver Pamphlet 

VIIT. ADVERTISEMENTS AND PRESS WORK 

No. 51 Heading of School News Department 

OF A City Paper 



School News 



PUBUSHED WEEKLY IN THE INTEREST ,0F THE STTJTTGART SCHOOLS 
BY SPECIAL CORBESPONDENl 



Vol. 3 STUTTGART, ARKANSAS. THURSDAY. JANUARY 8. 1920 No. 18 

From Grand Prairie News, Stuttgart, Arkansas 

No. 52 Layout of a Double-page Advertisement 

(A copy of this may be obtained from the Salary Committee of the 
Los Angeles Teachers' Organizations.) 

Used in the Los Angeles dailies. May, 1919 



[120] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 53 An Appeal to a Patriotic Motive 

Part of full'page advertisement used at Atchison, Kansas, June, 1919 

Patriotism 

Begins 
At Home 



It will do little good to build a Memorial Hall, if we 
fail to provide the proper school facilities for our chil- 
dren. It is in the school room where the child is first 
taught the rudiments of patriotism and love of country. 

Remember the Day and Date 
of the Bond Election 

Tuesday, June 10, 1919 



ORGANIZATION COMMITTEE— MEMORIAL HALL 
AND CITY SCHOOL IMPROVEMENTS 



[121] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No, 54 A Good Handbill 

Carried to every house two days before the election in Menasha, 
Wisconsin. 

Citizens of Menasha 



Listen! This Means Much to You! 



WE MUST EDUCATE OUR CHILDREN 



The Merchants and Manufacturers of Menasha who pay over 
three-fourths of the city tax appeal to you to vote favorably for the 
bond issue for addition to High School. 

The cost to you to pay interest on bonds is 48 cents per year 
on one thousand dollars of assessment If you have a house assessed 
at one thousand. dollars the interest on bonds will cost ypu 48 cents 
on that house per year for the next fifteen years. Adding the 
interest to the bonds themselves and dividing into a twenty year 
period would mean a cost to you of one dollar per year on each one 
thousand dollars of your assessment. This means if you have a 
house assessed at two thousand dollars the tax you pay on bonds 
and interest would be two dollars per year. 

Send your children to the High School grounds on the forenoon 
of Labor Day, Monday; Sept. 1,4919, to particrpate in the big pa- 
rade headed by the Ninth Regiment Band. 

Parade starts at nine o'clock, A. M. Will end at the Triangle. 
Concert until noon. 

Everybody Turn Out« Yoim^andOld 



1122] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 55 An Effective Small Poster 

"Plastered all over town" at Menasha, Wisconsin. 

VOTE FOR 



fflGH SCHOOL 

ADDITION 

BONDS 



Give Menasha Boys and Girls the 
Opportunities they Deserve. 



[123] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 56 Window Tag 

A 10 X 10 tag used at Worcester, Massachusetts, printed so that it 
can be hung by a corner. 

ENDORSE THE 

CAMPAIGN 



ROR 



BETTER SALARIES 



WORCESTER 

TEACHERS 



1124] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 57 "We are Advertised bt Our Friends'* 

Part of advertisement at Berkeley, contributed by the banks. 

^ 1 J o 

cD< -lido 1^ :s;:>' 

J § ^ s- 1 3 1 ^ < 

2^ i jE-«i'^i 1 2;!- 

5^ g -2 fe ^-g eO g ^ ^ 

w J^ -g O gfio W Z 

k QQ "^5 — 

CD 



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oi 

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(125] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 
No. 58 Pbeparing for the School Parade 

DOES YOUR AUTOMOBILE RUN? 

Enter it in the parade Monday morning and sbow 
the world. 

**Boost For Schools" 

Menasha, Wiscondn, daily •paper 



[126] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 59 Attractive Titles 

Cover page for a pamphlet on salaries which is almost certain to 
insm-e a reading of the other pages. 

Should the Salaries gf the 
Public School Teachers of 
Rochester be Increased? 



The Board of Education 
answers this question 
in full in this pamphlet 



Read it carefully and 
give us YOUR opinion 



From 

The Board of Education 

Rochester, N. Y. 

January, 1919 

[127] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 60 A Good Page for Clinching the Argument 

FOR School Buildings 

VOTE BONDS FOR SCHOOLS MARCH 8 



The Problem 



To save our children from ignorance 

To provide decent school rooms for thousands of pupils who 
now occupy congested rooms, unsanitary shacks and dinghy 
basements. 

To furnish schools for the increasing thousands of children 
who will knock at the doors for entrance during the next five 
years. ; 



The Solution 



By your vote authorize the Board of Educatibn to issue 
$3,500,000 in bonds for a five-year building program. 
Build : Two new senior high schools. . 

An addition td West High School. 

Four new junior high schools^ 

An addition to Amos Hiatt Junior High School. 

Three new grade schools 

Eight additions to gride schools 



The Cost 



BONDS , $3,500,000 

ANNUAL INTEREST AT 5% 175,000 

ANNUAL LEVY FOR INTEREST 4j^ mills 

(Levy U tnad* on % of the Mscscor's valuation.) 

A $10,000 valuation will pay $11.25 

A 5,000 valuation will pay 5.63 

*A '2,500 valuation will pay 2.81 

A 1,000 valuation will pay 1.12 

A 500 valuation will pay 56 

A 100 valuation will pay 11 

IS IT WORTH 11 cents on the $100 of your property to give 
the children a fair chance? 

(Bonds will be issued only as needed.) 



THE RESULT 

Strong, Happy, Intelligent Qiildren 
Loyal Americans Better Democracy 



GIVE THE CHILDREN A CHANCE VOTE BONDS 

From a Des Moines pamphlet 

ns] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 
No. 61 Slogans 

Note. The rhymed slogans from Berkeley are cited, 
not so much for their intrinsic value, but because they were 
\\Titten by school children. 

It's a Duty You Owe the Children; 
Vote for the bond issue. 

Denver 
A vote for the Bond Issue is a vote for 
A SQUARE DEAL FOR THE CHILDREN. 

Johnstown, Pennsylvania 

Vote YES on the bonds and give each child an even break. 

Berkeley 

Give Menasha boys and girls the opportunities they deserve. 

So help the kiddies help themselves. 
And vote — vote — vote. 

Berkeley 

The Needs of Young America Must Go Forward. 
Vote "Yes" for the School Bonds, November 4. 

Johnstown, Pennsylvania 

"Public Instruction should be the first object of govern- 
ment." — Napoleon I. 

Tulsa 

Your Public Schools — ^The City's Greatest Asset. 

Los Angeles 

The Chief Asset of Seattle is Seattle's Children. 

Modem Schools will be Lincoln's Greatest Asset. 

More Children, More Schools; 
More Schools, More Buildings; 
More Buildings, More Bonds; 
A Greater Seattle! 



Stand by The Old Home Town. 



Atchison, Kansas 

[1291 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 



Berkeley's for education. 
Should be our reputation. 

If you want Berkeley to boom. 
Give the schools more room. 

The schools must either fall back or move forward. 
Which does St. Paul choose? 



Springfield, Illinois 
Decatur, Illinois 



We Must Vote Our Way Out. 

Save Our Schools! 

The Bond Issue Must Not Fail. 

Johnstown, Pennsylvania 
Let's go, Menasha. 
Vote for High School Addition Bonds, September 2. 



Pay Teachers Enough. 

Don't be slackers. 
Don't be fools; 
Vote for bonds— 
And help the schools. 

Be square. 

Play fair. 

Do your share; 

Vote for Berkeley School Bonds. 

Better schools — ^better scholars. 
Don't be a slacker. 
Vote the dollars. 

Vote for the bonds while you are alive, 
Down with annexes, 1, 2, 3, 4, 5. 

When it rains our yards are ponds. 
So let us plan to vote for bonds. 

The schools are in a bad condition. 
Let the bonds be their physician. 



St Paul 



Berkeley 



Berkeley 

Berkeley 
Berkeley 



You bought bonds for destruction. 
Now vote bonds for instruction. 



Berkeley 



[130] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 62 Petition Coupon 

One of several on the same page of the Buffalo pamphlet. 
I desire to add my name to a petition asking the City Council to imme- 
diately appropriate the money asked for by the Board of Education for the 
purpose of providing adequate school facilities for the children of this city, 

NAME ADDRESS 



No. 63 Advanced Polling Card Forms 

Used at Rochester, New York. 

PLEASE READ CAREFULLY 

We, the undersigned members of the Board of 
Education, believe that the adoption of this pro- 
posed salary schedule is of vital importance to our 
public schools. We ask you to indorse this judg- 
ment by signing and returning the card at the 
bottom of this sheet— form No. 2. The card is 
properly addressed. You will therefore simply 
need to sign it, place upon it a two-cent stamp and 
mail it. If you do not endorse the judgment of the 
Board you are requested to sign and return form. 
No. 1, together with any comments or reasons for 
your action. The Board desires the fullest possible 
expression in this matter. 

MR. , President 

MR. DR. 

MISS MR. 

[1311 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

FORM No. 1 

I believe that the Board of Education should NOT 
adopt the increased salary schedule proposed and 
I believe further that the Board of Estimate and 
Apportionment and the Common Council should 
NOT grant to the Board of Education such addi- 
tional funds for school purposes as may be neces- 
sary to put this schedule into operation at the be- 
ginning of the next school year in September, 1919. 

Name 

Address 



FORM No. 2 

I believe that the Board of Education SHOULD 
adopt the increased salary schedule proposed and 
I believe further that the Board of Estimate and 
Apportionment and the Common Council SHOULD 
grant to the Board of Education such additional 
funds for school purposes as may be necessary to 
put this schedule into operation at the beginning 
of the next school year in September, 1919. 

Name 

Address. 



[132] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 64 Preelection Tag 

Used at Johnstown, Pennsylvania. 




VOTE 

"YES" 

FOR THE 

School 




[133] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 
No. 65 Election-day Tag 

Used in red ink at Blytheville, Arkansas, on a petition proposition, but 
it could be easily adapted for election-day purposes. 



I Have 



Signed the 

AGREEMENT 

24 Mills 

Have YOU? 



1134] 



No. 66 



EXAMPLES OF GOOD PUBLICITY MATERIAL 
Instructions to Voters 



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From Johnstown, Pennsylvania, leaflet 

1135] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 66a 



For Your CEiildren's Present Welfare and 
Future Success^ mark your ballots this way: 




CLEVELAND CITY SCHOOL DISTRICT 



*'5hall a levy be made of. an additional 
three mlUs upon tbe tax duplicate for the 
next five years for local school purposes?** 



**For an additional levy of taxes for 
local school purposes not Exceeding 
three mills for not to exceed five 
year8.-YES/» 



**For an additional levy of taxes for 
focal school purposes not exceeding 
three mills for not to exceed five 
years.— NO/* 



**Shall Interest and sinking fund levies on 
account of outstanding bonds of the City 
School District of the City of Cleveland be 
exempt from all tax limitations?'* ' 



**For exempting Interest and sinking 
fond levies on account of outstanding 
bonds from all tax llmItatIons.->YES.*' 



**For exempting Interest and sinking 
fund levies on account of outstanding 
bonds from all tax limitations.— NO.*' 



**Shall the bonds of the City School DIs* 
trict of the City of Cleveland be Issued In the 
sum of Fifteen MllUon ($15,000,000.00) 
Dollars for the purpose of purchasing sites 
for school houses, to erect school bouses, 
and to furnish the same?'* 



FOR THE I3SUB OF BONDS 



AGAINST THE ISSUE OF BONDS m 



[136] 



From Cleveland pamphlet 



EXAMPLES OF GOOD PUBLICITY MATERIAL 
No. 67 Notice to Voters 

NOTICE 
TO VOTERS 




Registration Not Necessary h 
School District Election 



The following extract is taken from the Opinion of tbe 
Attorney General, dated March 12, 1919: 

Neither women or men are, under the laws now in 
fofce in Oklahoma, required to register before offering 
to vote in any School District Election .held Hn^ said 
State, either for the election of School Officers, the 
issue of School Bonds, or the making of an excess levy 
of taxes for the maintenance of Schools. 

-CITY BOARD OF EDUCATION 

From Oklahoma City 
1137] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

IX. Treatments of Costs to Taxpayers 
No. 68 

Two Ways of Judging 
School Work 

The work of the schools can be judged in two ways. 
Everybody ought to be familiar with both of them. 
Everybody ought to be informed as to their significance. 
The first is the way of the politician. He considers 
chiefly such points as: 

1. Amount of office and instructional supplies used. 

2. Number of stenographers and clerical hands employed. 

3. Number of automobiles used by employees. 

4. Expenses for repairs and upkeep. 

5. Amount of overhead expense. 

6. The cost of everything that does not affect the particular 
schools in which he may be interested or his particular line of 
patronage. 

7. The number of friends everybody else but himself has upon 
the working force. 

8. Any point out of which political capital can be made. 

As details of administration, all of these cases 
should be wisely and economically handled. But 
economical administration is not in itself proof 
of the effectiveness of schools. Economy may be 
rigidly observed in these matters, and yet the schools 
might fail, the people might be cheated, and the per- 
manent welfare of the community jeopardized. This 
would be "penny wise and pound foolish/' and the 
poorest possible type of administration. 

The over-emphasis frequently placed upon such 
standards is the result of the work of a certain class of 
unscrupulous politicians. It helps these politicians 
to grind their axes and to profit personally, if they 
can seem to be the champions of the people. When 
the feeling is so prevalent that the administration 
of governmental functions is too costly— and that 
feeling is too frequently justified — it is not difficult 
for the demagogue to win popular applause by 
appearing to rush madly to the rescue, whenever a 

[138] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

project is counseled, which incurs expense of the 
type mentioned above, but which may, in the long 
run, be a splendid investment because it may 
mean the accomplishment of some one of the far- 
reaching results for which public education exists. 
Public sentiment, however, is coming to be distrustful 
of the type of politician who always talks loudly about 
being the people's friend. People are coming to know 
that the work of their institutions is to be judged, not 
upon a standard of false economy, for the benefit of 
political parasites and hangers-on, but rather upon the 
sound and fundamental basis of whether or not the 
great objects for which these institutions exist are 
accomplished. Proportionately as these objects are in 
the long run accomplished, and that at a reasonable 
expenditure of time and energy, such institution is 
judged by enlightened people to be effective. 

Some of the standards upon which worth and merit 
our public schools should be judged are as follows: 

1 . Are all our children kept in school until their 
training for efficient and useful citizenship is complete — 
that is through the high school age? 

2. Do the schools employ a flexible scheme of 
promotion, permitting of different rates of progress for 
children of different abilities, thus placing a premium 
upon individual differences of children? 

3. Is the percentage of failure too high? 

4. Is the percentage of over-age children too 
great in the various grades? 

5. Are large numbers of children eliminated 
from the upper elementary and high schools grades 
to go unprepared into the walks of life and to meet 
failure and defeat in the commercial and industrial world? 

6. Are the courses of study and methods of in- 
struction socialized, that is adjusted to the needs of 
the children of the various communities, and 
motivated from the activities of the community in which 
the school works? 

7. Is the opportunity given to boys and girls to 
prepare specifically for useful occupations in the 
industrial, commercial, and professional world? And 

[139] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

are boys and girls given opportunity to secure this 
training while working their way through school in part 
time and continuation courses? 

8. Is intelligent scientific guidance offered to all 
boys and girls in choosing a life career? That is, is 
there an effective guidance bureau? 

9. Are the schools in foreign districts offering 
activities which prepare for good American citizen- 
ship, to all the un-Americanized adults of the com- 
munity, that is, "are the schools used for social center 
and for neighborhood and community purposes"? 

10. Are the facilities of the school extended to 
the adult population of the community through con- 
tinuation and evening school classes? 

Are the schools measuring each activity in terms 
of its cost, and in terms of its results, and presenting the 
results of this measurement to the public? 

Intelligent people of democratic communities, 
then, must do their own thinking as to what con- 
stitutes school results. The false economy harped on 
for political purposes can result only in nullifying the 
administration of a democratic system of education. 
The slogan should be efficiency with economy. 

Our Public Schools, Oakland, April, 1918 

No. 69 

It is perhaps more difficult for school officials than for any other group 
of public officials to show an adequate return for the money expended, 
because the greatest expenditure is for instruction, and the results of this 
are not easily made visible. Schools, however, are organized and con- 
ducted in very similar ways the country over, and a comparison of the 
expenditures of Indianapolis and of a large group of cities, comparable in 
size and position, for the several items in the educational budget, will 
show whether the local board has been receiving full value for the money 
expended, or whether it has been too conservative or extravagant. If a 
board is too conservative, it keeps the tax levy below the legal limit at 
the expense of the schools, and if extravagant, raises more money than it 
can legitimately use, and subsidizes fads and certain departments out of 
all proportion to the best educational thought and practice. 

Indianapolis Public Schools Bulletin, January, 1919 

[140] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 70 

At Paducah the leaflet showed the schools were being run economically 
"by making savings in various ways such as cutting cost of operating 
school plants, eliminating unnecessary supplies, and readjusting teaching 
staff. With a total expenditure of only $1892.46 above that of year 
1916-17, the schools have paid out for running expenses the following 
sums which have never occurred in any previous budget of the Board of 
Education: . . . (Total of $7230.) 

No. 71 Graph to Show Need of General Increase 

IN School Revenues 

J9J3^J9/9ArZ 
1913 1914 1915 1QI6 1917 1918 1919 




6CHOOU x^s^ 

From Tax'payers School Bulletin, Springfield, Illinois 

Q. What is the significance of the above chart? 

A. It shows that all the taxing bodies in Sangamon County except the 
Board of Education have increased their taxing rates in the last 
four years when the reduced assessed valuation or increased costs 
or both made more revenue necessary. 

1141] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Q. How much did the city of Springfield in 1918 increase its rate for city 
purposes? 

A, From $1.20 per hundred dollars to $2.00 per hundred dollars or 
66 2/3%. 

Q. How great an increase is the Board of Education asking the people 
to vote Tuesday, May 27th? 

A. The total tax rate for educational and building piwposes is now 
$3.00 per hundred dollars. If the people vote $3.00 for educational 
pm-poses and the Board fixes the rate for building purposes at 
$1 per hundred dollars, the total rate will then be $4.00 per hundred 
dollars or an increase of 33 1 /3%. 

Springfield, Illinois 



No. 72 



Bulletin 7 



highest paid 

school-teachers' salaries and those of officials 

IN other departments 

table of 

comparative increases 

in salary 

Increase 

Position 1903 1919 percent 

Mayor $2500 $5000 100 

Chief of Police 2000 4000 100 

Chief of Fire Department 2000 4000 100 

Deputy Chief of Police 1500 3000 100 

Deputy Chief of Fire Department 1300 3000 130 

Police Lieutenant 1150 2300 106 

Police Sergeant 1100 2100 90 

Captain, Fire Department 1100 2300 110 

Lieutenant, Fire Department 1050 2100 100 

Superintendent of Schools $4000 $5000 25 

High School Principal 3000 3750 25 

High School Teacher (highest paid) 2300 2650 15 

Grammar Principal (highest paid) 2100 2800 33 

Worcester, Massachusetts 
[142] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 73 

Question. Why is the margin of subsistence placed at per calen- 
dar year? 

Answer. A survey of conditions among Rock Island teachers shows the 
following: 

Room and Board $ 

Clothing 

Laundry 

Professional 

Toilet Articles 

Contributions 

Pleasure 

Doctor, Dentist, Drugs 

Question. Should we expect the foster mother of our children to live near 
the margin of subsistence without insurance, savings, or realized 
opportunities for professional growth, culture, or recreation and 
develop the best in our children? 

Answer. If we do, we shall be disappointed. Low salaries are driving 
teachers from the profession. A crisis has arisen. There is only one 
solution. Increased salaries for teachers. 
A minimum increase has been granted to teachers for th^ coming year. 

This has been granted because of the belief of the board of education, 

that increased revenue will be voted for the schools — ^June 24 — School 

Election Day. 

Taxpayers' School Bulletin (mimeographed) , Rock Island, Illinois 



[143] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

No. 74 

The Cost 

Present School Levy 48 Mills 

Levy for Next Year if Bonds do not 

earry »....52 Mills 

Levy for Next Year if the Bond Issue 

Carries 60 Mills 

Additional Levy Required by Bonds.. 8 Mills 

Taxes will be increased on account of the 
extra 8 mill levy — due to the bond issue, — 
as follows: 

(Levy is made on one-fifth of the assessor's valuation) 

A $10,000 valuation will pay $16.00 extra 

A $5,000 valuation will pay $8.00 '* 

A $1,000 valuation will pay $1.60 ** 

A $500 valuation will pay 80c " 

A $100 valuation will pay 16c ^^ 

Is it worth 16c on the $100.00 to give the 
kiddies a square deal? 

Insert from Lincoln School Bulletin 

No. 75 What will this bond issue cost the taxpayer? 

71 cents per annum, far the first fifteen years, on the actual value 
of each $1000 worth of property which he owns, and for the second 
fifteen years it will cost him $1.65 per annum, or a total sum for the 
entire bond issue in thirty years of $35.40. 

Omaha Public Schools, Vol. I, No. 1 

[ 144 ] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

No. 76 Tax Rate Chart for Bond Issue 

Marinette, Wisconsin (Adapted) 

$300 $600 $800 $1000 

Int. Principal Rate of house house house house 

Year due due tax tax tax tax tax 

1914 $5850 None .00096 .29 .48 .77 .96 

1919 5850 $10,000.00 .00262 .78 1.31 2.09 2.62 

1931 450 $10,000.00 .00172 .51 .85 1.37 1.71 

No. 77 Statement to Show Good Condition for 
Bonding for $23,000 More for Schools 

Our Bond Fund is in good condition, as indicated by the following 

facts: 

Assessed valuation, City of Bedford, 1918 $4,220,375.00 

Bond limit for School City 84,407.50 

Present bonded indebtedness 33,000.00 

We have no bonds maturing on July 1, 1922, nor on January 1, 1923. 

The issue contemplated can begin maturing on dates suggested as 

follows: 

July 1, 1922 $5000 

Jan. 1, 1923 5000 

July 1, 1923 3000 

Jan. 1, 1924 3000 

July 1, 1924 3000 

Jan. 1, 1925 4000 

Our present bonds beginning with July 1, 1923, mature at the rate of 
only $2000 on the above-mentioned dates; so it will be seen that the 
issue which we are contemplating making can be made without increas- 
ing our tax levy. 

Part of statement made by Bedford, Indiana, school authorities to the 
Board of State Tax Commissioners, September, 1919 

No. 78 Can the city of Rochester financially afford to 

adopt the proposed schedule? 

The assessed valuation of the city is approximately — . The new 
schedule would not go into operation until next September. It would 
thus operate but four months during the present year, 1919. For the 
present year, therefore, it would add at the outside not more than sixty 
cents ($.60) to the taxes that every taxpayer would otherwise pay on 

[145] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

each one thousand dollars of his assessed valuation. In 1920 and there- 
after it would be in operation ten months of each year, and would add 
not more than one dollar and a half ($1.50) to the tax that each one 
would pay on each one thousand dollars. 

Are you willing to have this amount of money added to your taxes to 
insure the best teachers for our public schools? 

Rochester pamphlet 

No. 79 

Do you own $1000 worth of property? 

If so: 
The High School Addition Bonds 
will cost you 4 cents per month. 
Are you willing to spend a nickel per 
month for adequate school facilities? 

Movie slide at Menasha, Wisconsin 

No. 80 

At Los Angeles the teachers' salary campaign committee found the 
increase in savings bank depK)sits for two months and then calculated the 
average daily increase. They then said that with this gain the money 
asked for by the teachers "could be paid for in less than five days by 
Los Angeles citizens OUT OF SAVINGS." 

Los Angeles leaflet 

No. 81 The Levy Increase Insignificant 

Naturally you ask — ^What will it cost me, what strain will this 
$8,000,000 issue of bonds for schools make on my pocketbook? And the 
question is a vital one to every taxpayer. It deserves the fairest possible 
answer. The following table, compiled carefully, will show you what it 
will mean to you in actual cost for interest and the retirement of the 
bonds. Compare this with the benefits that will accrue .... 

Conservative estimates show that, issuing and retiring the bonds as 
indicated above; figuring the annual increase in valuation of city prop- 
erty on the normal increase for the past three years, the increased millage 
at 5% per annum would be as follows: 

Year Mill Increase 

1920 .28 

to 
1931 1.57 

to 
1949 .61 

[146] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

It will be noted that the increase varies from 28 cents per $1000 the 
first year to $1.65 per $1000 the eleventh year. This means that the 
increase of taxation on a home worth $5000 would be 84 cents the first 
year, with a maximum of $4.95 the eleventh year. 

The foregoing studies indicate that the increase in levy necessary for 
the interest and payment of bonds to the amount of $8,000,000 would be 
at no sacrifice. On the contrary, the educational advantages which would 
accrue from the increased expenditure and still leave Denver in far 
better financial condition than many other cities, larger and smaller, make 
the program desirable. 

Denver School Review, Vol. II, No. 1, page 8 

No. 82 

The whole building program, if immediately undertaken, means that 
the children of the city will be given proper school facilities at an increase 
in tax rates of six tenths of a mill per dollar, or sixty cents a thousand on 
the assessors' valuation of your property. The man owning a home 
assessed at $4000 will pay $2.40 a year as his share toward giving the 
little children of Buffalo adequate school facilities. 

No. 83 

It is unthinkable that any man understanding the need and realizing 
how TRIFLING THE COST of the whole program, when spread over 
the assessed valuation of this wealthy city, will oppose it. 

Neither will he urge delay nor argue for undertaking only a part of it 
this year, THEREBY DEPRIVING SOME OF THE CHILDREN OF 
IMMEDIATE RELIEF. 

Buffalo pamphlet 

No. 84 

A Letter From a Taxpayer 

I am a taxpayer. At this time of year taxpayers feel the stress of 
tax payments, and many of them make critical remarks because of 
this stress, I among them. In this frame of mind, it occurred to me 
that I would like to know where the tax money goes, so I proceeded 
to figure. My home is a comfortable one, perhaps a little better 
than the average. The real estate is assessed at $850.00, the 
improvements at $750.00 and my personal property at $450.00. 
My total city taxes for the year is $33.21, at a rate of $1.84. My 
total county taxes is $44.75, at a rate of $2.21. My annual city 
taxes is apportioned approximately as follows: 

(147] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Police Department $ 4.21 

Fire Department 4.95 

Street Lighting 1.81 

Health Department 90 

Streets 4'S4 

Harbor 2.14 

City Hall and Auditorium upkeep 95 

Public Parks 1.50 

Playgrounds 82 

Public Library 1.22 

'i'Bonds for City Hall, Parks, Waterfront, Auditorium, and City 

Schools 2.13 

City Oflacials* Salaries and Expenses 2.97 

♦♦Miscellaneous S»o8 

Total : $33-21 

*The expense for these bonds would be about three times that 
total, except that other revenues of the City are applied on bond 
redemption. 

**This includes woodyard, poimd, garbage collections, pensions, 
insurance, charities, service bonds, etc. 

This tabulation set me to thinking. It is worth more than $5.00 
a year for me to have a fire house located not far from my home. It 
is worth a good deal more than $4.54 a year to have good streets, 
or $1.50 a year to have our beautiful parks, and $1.22 a year to have 
our Public Library and branches. 

I pay as much for my daily morning paper as I do for 

police and fire protection. My monthly bill for house 

lights is double my yearly bill for street lighting. I pay 

less than a dollar a year for the Health Department, that 

has just carried Oakland through an epidemic much more 

successfully than is the case in other cities. 

My annual county tax bill, amounting to $44.75, is apportioned 

approximately as follows: 

Salaries of regular County Officials $ 2.84 

Expenses of County Offices 3.36 

♦Charities and Corrections 6.19 

Bridge Bonds .51 

Miscellaneous 3.28 

County High Schools 3.85 

Coimty Elementary Schools S«47 

Oakland High Schools 5.47 

Oakland Elementary Schools 6.08 

Oiakland Kindergartens 1.22 

School Buildings 3.04 

School Buildings Bonds 3.44 

Total S44.75 

*This includes $3.80 for permanent buildings for hospitals. 

I do not know whether all the offices which we now have are 
needed, or whether some matters could be done more economically, 
but we need the Courts of Justice and their officials. The title to my 
property is recorded and protected by county officials. For this, and 
many other things, I pay S6.20 per year. There is a large item for 
charities and corrections, amounting to $6.19 a year. For this 

[148] 



EXAMPLES OF GOOD PUBLICITY MATERIAL 

amount the county is taking care of hundreds of unfortunates, for 
any one of whom a person more heartless than I would subscribe an 
amount as large as the total contributed to the county. 

The schools are a big item — taken altogether, the largest item 
on the tax list. I pay $9.20 a year for high schools in Alameda 
County and Oakland, $;ii.40 for elementary schools, $1.20 for 
kindergartens, an4 $6.40 for school buildings. Therefore, my total 
taxes for schools is $28.20. I understand, however, that good high 
school education costs $100.00 or more per pupil per year. Private 
schools charge more. I understand that elementary education 
costs $50,000 per year per pupil. 

I have a child in high school whom I desire to have 
educated, and whom the commimity desires to have 
trained for American citizenship. THE COMMUNITY 
SPENDS MORE ON HIS EDUCATION THAN THE 
TOTAL OF MY COUNTY AND CITY TAXES. The 
cost of two children in elementary school is greater than 
my total annual taxes. Hence, I am unable to locate any 
item on which I feel sure that I am expending too much. 
The big business men may pay more taxes than I, but I 
am willing to buy goods from them in order that they may 
pay their taxes and I am more willing now to patronize 
men who help support our institutions. All I can ask is 
that we get full service out of every dollar. 

AN OAKLAND TAXPAYER 



149 



SELECTED BIBLIOGRAPHY 

By Carter Alexander and Thomas Dudley Brooks 

I. GENERAL SCHOOL PUBLICITY 

Alexander, Carter. Motives Successfully Utilized in Publicity Cam- 
paign for Better School Support. School Review. 229:292-304, April, 
1921. 

Alexander, Carter. Public Opinion and the Schools. School and 
Society, 4:913-18, December 16, 1916. 

Alexander, Carter. School Statistics and Publicity. Silver, Burdett 
and Co., Boston, 1919. 

Allen, WiLLLA3i H. Education through Official Publicity. Annals of 
American Academy of Political and Social Science ( 6 36th and Wood- 
land Ave., Philadelphia), 67:284-90, September, 1916. 

Allen, Willl^m H. Helping the Public Understand the Public Schools. 
Survey, 27:1027-60, October 21, 1911. 

Bolster, C. M. Have You a Director of Publicity in Your School? 
School and Society, 12:513-17, November 27, 1920. 

BuMSTEAD, A. Advertising of Educational Institutions. Journal of 
Education, 65:32-4, January 10, 1907. 

Dietrich, H. O. Some Fallacies in Raising School Money. American 
School Board Journal, 56:30-1, 82, March, 1918. 

Hunter, Fred M. The Superintendent as a Leader in Interpreting the 
Curriculum. Educational Administration and Supervision, 4:271-80, 
May, 1918. 

McAndrew, William. Why and How the Public Manages Its Schools. 
Outlook, 124:651-5, 707-13, April 14-21, 1920. 

The Place of Propaganda in Education. Inter-Mountain Educator, 
13:15-17, April, 1918. 

Rand, F. P. Another Case of Preachers^ Practise. School and Society, 
2:816-18, December 4, 1915. 

Smith, M. E. Teaching in Salesmanship. Outlook, 118:339-41, Feb- 
ruary, 27, 1918. 

Stevens, N. E. Educational Advertising. School Review, 20:577-88, 
November, 1912. 

Strayer, George D. Educating the Public to the Financial Needs of the 
Schools. American School, 4:137-8, May, 1918. 

Weatherly, Ulysses G. Educational Publicity. Scientific Monthly, 
8:146-59, February, 1919. 

[151] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Wilde, Arthur H. School Publicity, American School Board Journal, 

55:27-8, 74-5, November, 1917. 
WiNSHip, A. E. Relation of the Press to Educational Extension. Journal 

of Education, 84:89-90, July 27, 1916. 
Wood, W. C. Let There Be Light. Journal of Education, 84:180, 

August 31, 1916. 

II. PARTICULAR PHASES OF SCHOOL PUBLICITY 

Alexander, Carter. School Statistics and Publioity. Silver, Burdett 

and Co., Boston, 1919. 
Allen, William H. School Commencements — A Unique Opportunity 

for Program Makers. American City, 20:495, May, 1919. 
The Art of Being Interviewed. Scientific American, 119:184, September 

7, 1918. 
Bolster, C. M. The Personal Appeal in Educational Advertising. 

School and Society, 12:277-81, October 2, 1920. 
Ellis, A. Caswell. The Money Value of an Education. United States 

Bureau of Education Bulletin, 1917, No. 22. 
List of References on the Economic Value of an Education. United States 

Bureau of Education, Library Leaflet, No. 4, April, 1919. 
Price, C. M. The Opportunity of the Poster. Arts and Decoration, 

8:272, April, 1918. 
Publicity with Motion Pictures. Bureau of Commercial Economics, 

Real Estate Trust Building, Washington, D. C. 
RouTZAHN, E. G. and Mary Swain. The A. B. C. of Exhibit Planning. 

Russell Sage Foundation, New York, 1918. 
RouTZAHN, Mary Swain. Traveling Publicity Campaigns. Russell 

Sage Foundation, New York, 1920. 

III. DESCRIPTIONS OF PARTICULAR SCHOOL CAMPAIGNS 

Alameda County, California. Fratis, Sue L., and Arlett, Elizabeth. 

Two Successful School Campaigns. Teachers College Record, 21 : 68-75, 

January, 1920. 
Canada. Black, Norman F. A Successful Campaign for Better Salaries. 

School (Toronto), 8:442-7, April, 1920. 
Erie, Pennsylvania. Campaigning f err High School Attendance. American 

City, 16:363-5, April, 1917. 
Indianapolis. Selling the Schools to the Public. American School Board 

Journal, 59:87-8, September, 1919. 

[152] 



SELECTED BIBLIOGRAPHY 

Johnstown, Pennsylvania. Steel City Carries $2^000,000 Bond Issue. 

School Life 3:6, November 15, 1919. 
Muskegon, Michigan. Stelson, P. C. Selling a Building Campaign. 

Elementary School Journal. 20:530-6, March, 1920. 
New Jersey. Glennie, A. J. How an Educational Campaign Was 

Organized and Conducted in New Jersey. University of Pennsylvania 

Bulletin XXI, No. 1, page 156. 
New Orleans. Gwinn, J. M. The Stay-in- School Campaign. Educa- 
tional Administration and Supervision, 1 :263-5, April, 1915. 
Oakland, California. See Alameda County above. 
Utah. Utah's Educational Program. State Superintendent of Public 

Instruction, Salt Lake City. 
Worcester, Massachusetts. Citizens Petition for High Salaries for 

Teachers. School Life, 3:4, November 15, 1919. 

IV. SOURCES OF GENERAL PUBLICITY MATERIAL ON 

SCHOOLS 
X. General Material 

Ellis, A. Caswell. The Money Value of an Education, United 

States Bureau of Education Bulletin, 1917, No. 22. 
Publications of The Institute for Public Service, New York City. 
National Committee for Chamber of Commerce Cooperation with 
the Public Schools and the American City Bureau. Inquiries have 
been planned on teachers' salaries, housing, educational programs, 
health, and school costs. The first two only have appeared to 
date. American City Bureau, New York, Chicago, San Fran- 
cisco, Toronto. 

2^ School Reports, General 

Hanus, Paul H. School Administration and School Reports. 

Houghton Mifflin Co., 1920. Chapters 2, 3, and 4. 
McAndrew, William. The Public and Its School. World Book 

Co., Yonkers-on-Hudson, N. Y., 1916. 
Neale, M. G. School Reports as a Means of Securing Additional 

Support for Education in American Cities. Missouri Book Co., 

Columbia, Mo., 1921. 

3. School Reports and Surveys, Individual 

Alexander, Carter. School Statistics and Publicity. Silver, 

Burdett and Co., 1919. Bibliography, 317-21. 
Bayonne, New Jersey. Annual Report, 1919. 

1153] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Cuyahoga County, Ohio. Fifth Annual Report of the County 

Superintendent. (Cleveland.) 
Haekensack, New Jersey. Annual Report, 1918. 
Mount Vernon, New York. Annual Report, 1919. 
Oakland, California. Annual Report, 1917-18. 
St. Louis, Missouri. Annual Report, 1918. 

4. Special Phases 

(a) Attendance. (See also High Schools in this section.) 
GwiNN, J. M. The Stay-in-School Campaign. Educational 

Administration and Supervision, 1:263-5. 
Making a Boy Want to Go to School. Survey, 37:463-4, Jan- 
uary 20, 1917. 

(b) Buildings 

Englehardt, N. L. a School Building Program for Cities, 

Teachers College, Columbia University, Contributions to 

Education, No. 96, 1918. 
Steel City Carries $2,000,000 Bond Issue. School Life, 3:6, 

November 15, 1919. 
Stetson, P. C. Selling a Building Campaign. Elementary 

School Journal, 20:530-6, March, 1920. 
See also General Material, page 153. 

(c) Curriculum 

Hunter, Fbed M. The Superintendent as a Leader in Inter- 
preting the Curriculum. Educational Administration and 
Supervision, 4:271-80, May, 1918. 
{d) English 

DoLCH, Edward W., Jr. Selling English. Education, 
38: 447-9, February, 1918. 
{e) Health Work, See pages 157, 158. 
(/) High Schools 

Boston. A Message to Eighth Grade Pupils. Educational 

Administration and Supervision, 4:373-6, September, 1918. 
Edmondson, J. B. Advertising High School Opportunities. 
American School Board Journal, 57:29-31, November, 1918. 
Erie, Pennsylvania. Campaigning for High School Attendance. 
American City, 16:363-5, April, 1917. 
(g) Library. See page 158. 
(h) Music. See page 158. 
(i) Playground. See page 15&. 
[ 154 ] 



SELECTED BIBLIOGRAPHY 

(j) Salaries. 

Alexander, Carter, and Theisen, W. W. Campaigns for 

Teachers' Salaries. Educational Review, 60:190-204, 

October, 1920. 
Black, Norman F. A Successful Campaign for Better Salaries. 

School (Toronto), 8:442-7, April, 1920. 
EvENDEN, E. S. Teachers' Salaries and Salary Schedules. 

National Education Commission Series, No. 6:131-2, 1919. 
Fratis, Sue L., and Arlett, Elizabeth. Two Successful 

School Campaigns. Teachers College Record, 21:68-75, 

January, 1920. 
Glennie, a. J. How an Educational Campaign Was Organized 

and Conducted in New Jersey. University of Pennsylvania 

Bulletin XXI, No. 1:156. 
How Is the Money to be Obtained to Pay Adequate Salaries to 

Teachers? National Education Association Proceedings, 

1918:742-55. 
Know and Help Your Schools, Inquiry No. 1. National Com- 
mittee for Chamber of Commerce Cooperation with the 

Public Schools and American City Bureau. American City 

Bureau, New York, Chicago, San Francisco, Toronto, 1920. 
National Education Association Bulletin and Journal, National 

Education Association of United States, 1201 16th Street 

N. W., Washington, D. C. 
Smith, W. Advertising to Recruit the Teaching Profession, 

School and Society, 12:245-8, September 25, 1920. 
Worcester, Massachusetts. Citizens Petition for Higher Salaries 

for Teachers. School Life, 3:4, November 15, 1919. 
(Jc) Private Schools. 

Kandel, L. L. Education as Advertised. School and Society, 

10:492-4, September 20, 1919. 
(/) Vocational Schools. 

Advertising School Opportunities. Manual Training Magazine, 

18;63, October, 1916. 

V. PUBLICITY IN ALLIED FIELDS 

I. Advertising and Selling 

Adams, H. F. Why We Buy. Scribners, 67:608-16, May, 1920. 
Ad Letters That Miss Fire — and Why. Literary Digest, 67:64-8, 
October 30, 1920. 

f 1551 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Emerson, G. Publicity as a Recognized Business Force. Nation, 

106:367-8, May 28, 1918. 
Hawkins, Nobval A. The Selling Process, Published by the 

author, 1919, Majestic Building, Detroit. 
HoLLiNGWORTH, H. L., Advertising and Selling, Macmillan, New 

York. 
Jones, E. D. Publicity as a Policy, Annals American Academy 

of Political and Social Science, 85:314-20, September, 1919. 
Publicity, Public Opiniony and the Wily Press Agent. Literary 

Digest, 67:58-62, October 2, 1920. 
Smith, G. E. Whafs behind Good Selling? System, 38:1035, 

December, 1920. 
SuDDUTH, H. T. Countryside Posters. Outlook, 125:648, August 

11, 1920. 
Thorpe, J. C. Selling the Customer Who Has to be Shown. System, 

38:630-3, October, 1920. 
Tipper, H., and others. Principles of Advertising. Ronald, 1920. 
Tipper, H., and others. Advertising: Its Principles and Praxitices. 

(2d ed.) Ronald, 1919. 
TuTTLE, W. F. Giving a Business a Personality. System, 36:863, 

November, 1919. 
Wills, S. This Plan Makes Folks Like to Trade in ^Our TownP 

System, 39:525-7, April, 1921. 

2. Church Advertising 

Advertising Religion in Michigan. World Outlook, 6:40-1, Sep- 
tember, 1920. 

How to Advertise Religion, Literary Digest, 37 : 37-8, November 
20, 1920. 

Reisner, C. F. Campaign jor Church Advertising and Publicity. 
Current Opinion, 61:184-5, September, 1916. 

Reisner, C. F. It Pays to Advertise. World Outlook, 4:8, October, 
1918. 

3. Community Advertising 

Freeman, H. H. Selling a Good City Government. American City 

(City ed.), 21 : 326-9, October, 1919. 
Macfarlane, p. C. The City Advertising Built. Collier's, June 26, 

1915, page 11. 
Matson, C. K. Resources of the Average Community for Publicity, 

National Conference on Social Work, 1920: 439-43. 
[156] 



SELECTED BIBLIOGRAPHY 

MowRY, D. E. Effective Community Advertising. Madison Asso- 
ciation of Commerce, Madison, Wisconsin, 1919. 

Parcell, W. Community Advertising. National Municipal 
Review, 8:538-41, October, 1919. 

RouTZAHN, E. G. Elements of a Social Educational Publicity 
Program. National Conference on Social Work, 1920:431-9. 

Shanks, S. Proper Publicity for Municipal Bond Offerings. Amer- 
ican City. 24:187-91, February, 1921. 

Street Cars Carry Publicity for City Ordinances. American City, 
24:59, January, 1921. 

4, "Drives" for Money 

Collins, J. H. The Drive Industry. Saturday Evening Post, 

193:5, August 14, 1920. 
Masson, T. L. Money-Raising Campaigns. Our Little Town. 

Woman's Home Companion, 45:20, April, 1918. 
Street, E. Where is the Money Coming From? Survey, 39:36-9, 

October 13, 1917. 
Walker, A. How to Raise Money for Your Association, System, 

29:124-31, February, 1916. 

3. "Drives" for Liberty Loans 

Advertising and Selling Liberty Bonds. Bankers Magazine, 96 :195- 

213, February, 1918. 
Alber, L. J. Making Up Americas Mind. Independent, 90:475, 

June 9, 1917. 
Creel, G. Americas Fight for World Opinion. Everybody's, 40: — , 

February, 1919. 
Houston, H. S. Advertising and Victory. World's Work, 34:457- 

60, August, 1917. 

6. Health Campaigns 

McCoMBS, C. E. Putting the Public into Public Health. National 

Municipal Review, 8:463-6, September, 1919. 
Miller, K. E. Development of County Health Work. American 

City, 19:14-16, July, 1918. 
Saville, C. Cooperation the Keynote in Dallas Health Activities. 

American City, 17:221-7, September, 1917. (City ed.) 
ScHEViTZ, J. Advertising as a Force in Public Health Education. 

American Journal of Public Health, 8: 916-21. 
SouTHMAYD, H. J. Ohio Public Health Campaign and Exhibit. 

American City, 17:279, September, 1917. (City ed.) 

[157] 



CAMPAIGNS FOR BETTER SCHOOL SUPPORT 

Trask, J. W. Health Publicity an Aid to Cooperation between 

Health Department and Citizen. American Journal Public 

Health, 8:417-20, June, 1918. 
Wile, Ira S. Public Health Publicity and Education through 

Public Schools. American Journal of Public Health, 8:336-40, 

May, 1918. 

7. Library Work 

Carlin, J. W. Advertising a Public Library. American City, 

17:122-3, August, 1917. (City ed.) 
Van Sant, C. Planning a County Library Campaign. Public 

Libraries, 26:1-4, January, 1921. 

8. Music 

Advertising Is a Necessity. Musician, 25:5, September, 1920. 
Gates, W. F. How Advertising May Become 200% Investment for 

the Music Teacher. Etude, 38:575, August, 1920. 
Why You Should Advertise. Musician, 24:10, August, 1919. 

9. Playgrounds 

Taylor, G. New Bids and Old Claims for Support. Playground, 
14:274-7, August, 1920. 

10. Road Work 

Brooks, J. W. Publicity Methods for Road Bond Campaigns. 
American City, 20:521-3, June 7, 1919. (Town and City ed.) 



[158] 



APPENDIX 



List of places that supplied especially helpful data tor 
use in this bulletin. 



Alahama 


Kentucky 


Oklahoma City 


Birmingham 


Louisville 


Tulsa 


Arkansas 


Ownesboro 


Pennsylvania 


Blytheville 


Paducah 


Harrisburg 


Hot Springs 


Louisiana 


Johnstown 


Jonesboro 


State Department 


Tennessee 


Stuttgart 


Massachusetts 


Chattanooga 


California 


Worcester 


Memphis 


Berkeley 


Michigan 


Texas 


Los Angeles 


Benton Harbor 


Houston 


Oakland 


Detroit 


San Antonio 


Colorado 


Minnesota 


State Department 


Denver 


Minneapolis 


Utah 


Illinois 


St. Paul 


State Department 


Alton 


Missouri 


Washington 


Chicago 


Kansas City 


Seattle 


Decatur 


St. Louis 


Wisconsin 


Pinckneyville 


Nebraska 


Beloit 


Rock Island 


Lincoln 


Beaver Dam 


Springfield 


Omaha 


Chippewa Falls 


West York 


New Jersey 


Dunn County Nor- 


Indiana 


Montclair 


mal School 


Bedford 


New Brunswick 


Fort Atkinson 


Connersville 


New York 


Iron River 


Evansville 


Buffalo 


Kenosha 


Indianapolis 


Rochester 


La Crosse 


Iowa 


North Carolina 


Manitowoc County 


Clinton 


Greenville 


Marinette 


Des Moines 


Ohio 


Menasha 


Mason City 


Cincinnati 


Mineral Point 


Newton 


Cleveland 


Portage 


Kansas 


Oklahoma 


Price County Train- 


Atchison 


Alva 


ing School 


Lawrence 


Ardmore 


Racine 


Wichita 


Lawton 


Washburn 
Watertown 

[159] 



INDEX 

N(^. (1) Every page reference beyond page 92 is to some concrete illustration of the 
topic. (2) To save space, the words campaign, 'publicity, and school do not appear in 
this index as adjectives. For combinations where they would thus naturally occur, 
use the next most significant word. (3) Topics are set in capitals and small capitals; 
names of persons and communities in plain capitals and lower-case letters. 



Advertising, 32-34, 72, 120, 124. 
Allen, I. M., 59. 
Alton, 111., 107. 

Americanization, 73, 105, 110. 
Ardmore, Okla., 24. 
Arguments, how to select. 

Chapter V. 
Atchison, Kan., 33, 68, 83, 121. 

Bedford, Ind., 145. 
Beloit, Wis., 25, 73, 82. 
Berkeley, Cal., IG, 31-34, 53, 59, 

79, 81, 84, 87, 105, 111, 112, 120, 

124, 129, 130. 
Bibliography, 151-158. 
Bishop, C. C, 34. 
Blewett, Ben, 44. 
Blytheville, Ark., 59, 134. 
Board of Education, 1-4, 6, 7, 

10, 12, 82. 
Bolshevism, 65. See also Ameri- 
canization. 
Bond Issues, 4, 12, 15, 16, 96, 

106, 115, 121-124, 128, 133, 144- 

147. 
Bradford, Mary D., 10, 86. 
Brooks, T. D., vi, 151. 
Bryce, Catherine T., 38. 
Buffalo, 30, 55, 67, 106, 131, 147. 
Building campaigns, 15, 65, 67, 

73, 84, 94-96, 98-103, 111, 112, 

128. 
Bundy, Hallock C, 14, 32. 
Burgess, W. Randolph, 7. 



Campaigns, publicity. See Table 

of Contents, vii. 
Campaign, steps in. Chapter VII. 
Carroll, H. A., 35, 45. 
Cartoons, 113-115. 
Cary, C. P., vi. 
Chamber of Commerce, 15, 26, 

27, 48. 
Chapman, Ira, 36, 86. 
Charts, 81. 
Children, use of, 25, 27, 59, 84, 

87, 129, 130. 
Chippewa Falls, Wis., 48. 
Cincinnati, 30, 
Circulating publicity material, 

85-87. 
City Council, 3. 
Civic pride, appeals to, 104-107. 
Clark, Earle, 7. 

Cleveland, O., 24, 30, 58, 59, 136. 
Clinton, la., 25, 33, 44, 103, 105, 

119. 
Committee, Campaign, 11-18. 
Committee, Publicity, 14, 16. 
Committee reports, 97-99. 
Community center, 38, 110. 
Converse, F. E., 82. 
Cooper, F. B., 1, 29. 
Costs, how to treat, 4, 66, 72-74, 

85, 97, 101, 107, 116, 138-149. 

Decatur, 111., 24, 60, 82. 

Dennett, Tyler. 72. 

Denver, 104-106, 120, 146, 147. 

[161] ' 



INDEX 



Des Moines, 30, 109, 128. 
Drive, the, 89-90. 

Education, money value of, 
117-119, 147-149. 

Endorsements of work or pol- 
icy, 50-54. 

Engleman, J. O., 29, 60, 82. 

Evenden, E. S., 7. 

Exhibitions and expositions, 24, 
37. 

Farmers, retired, 20. 
Fear as a motive, 65, 
Foreign-born, 19, 42. 
Fratis, Sue L., 16. 

Giddings, Franklin S., 19. 
Graphs, 81, 116. 

Handbills, 33. 

Harrisburg, Pa., 24, 30. 

Hartwell, S. O., 15. 

Hawkins, Norval A., 75. 

Health work, 68. 

Hicks, F. W., 80. 

High School, 103, 105, 117-119, 

122, 123. 
HoUingworth, H. L., 74. 
Hoskinson, B. Q., 35. 
Houston, Tex., 47, 98, 99. 
Hunter, F. M., 70. 

Illinois State Teachers' Associa- 
tion, 30. 

Illiterates, 19. 

Illustrations, how to select. 
Chapter V. 

Indianapolis, 30, 67, 100, 140. 

Interchurch World Movement, 72. 
[162] 



Johnstown, Pa., 16, 25, 84, 100, 

110, 115, 136. 
Jonesboro, Ark., 47, 48. 
Junior High School, 73, 108, 109. 

Kansas City, Mo., 59. 

Kenosha, Wis., 10, 24, 86, 102, 118. 

Kent, R. A., 29, 35. 

Labor vote, the, 68, 73, 98, 119, 

120. 
La Crosse, Wis., 24, 37. 
Lawrence, Kan., 29, 35, 55, 68, 69. 
Lawton, Okla., 35, 44, 54. 
Layouts of material, 94, 97. 
Letters, 54. 
Lincoln, Neb., 6, 24, 25, 29, 30, 

84, 94-96, 101, 144. 
Local taxes, 3. 
Los Angeles, 14, 15, 31, 32, 37, 

41, 42, 53, 106, 109, 110, 113, 

117, 120, 146. 

Manager, campaign, 9-11,23-25. 
Marinette, Wis., 25, 103, 145. 
Mason City, la., 35. 
Measurements, 39. 
Medical inspection, 4, 39. 
Meek, Charles S., 24, 25, 49, 60. 
Meetings, 23-27. 
Menasha, Wis., 16, 24, 25, 46, 

54, 59, 107, 122, 123, 126. 
Menominee, Mich., 48. 
Ministers and sermons, 25, 27. 
Minneapolis, 15. 
Money value of education, 

117-119, 147-149. 
Montclair, N. J., 25. • 
Morals, 103. 
Motion pictures, 33, 145. 
Motives, 63-66. 



INDEX 

New Brunswick, N. J.. 36, 86. Pupils, use of, 25, 27, 59, 84, 87, 

Newlon, Jesse, 6, 29, 84. 129, 130. 

Newton, la., 30. 

Newspapers, 27-32, 76, 83, 84. Reports, 22, 35, 86. 

Nurses, 4. Richland Center, Wis., 38. 

Richmond, Va., 84. 

Oakland, CaL, 16, 28-31, 54, 59, Rochester, N. Y., 30, 57, 96, 98, 

84, 110, 138-140, 147-149. 106, 127, 131, 146. 

Objections, how to handle, 75- Rock Island, 111., 24, 29. 

78. Rossman, J. G., 86. 
Objective demonstrations of 

WORK, 34-40. SAFETr, 103. 

Oklahoma City, Okla., 16, 30, 34, St. Louis, 12, 15, 24, 43, 44, 58, 

97, 101, 110, 137. 75, 87. 

Omaha, 30., 39,64, 100, 105, 108, 144. St. Paul, 15, 30, 104. 

Overcrowded schools, 4, 36, Salary campaigns, 14, 32, 37, 38, 

38, 81, 9^102. 51, 56, 59, 63, 64, 67, 77, 96, 98, 

104, 106, 109, 110, 113, 114, 

Paducah, Ky., 24, 30, 85, 107, 141. 117, 120, 124, 127, 131, 142, 

Pageant, 38. 143, 146. 

Parade of Children, 34, 126. Salesmanship, 74, 75, 85. 

Parents, 20. San Antonio, 24, 25, 27, 49, 53, 

Patriotism, appeal to, 121. 59. 

Personal campaigning, 40-42. Sanitation, 103. 

Petitions, 54-56, 131, 134. Scolding citizens, unwisdom of. 

Physical education, 68. 63. 

Pictures, 81, 111, 112, 117, 118. Seattle, 29, 30. 

Pinckneyville, HI., 35. Sequence of material, 82. 

Pity as a motive, 63. Slogans, 129-130. 

Politicians, how to handle, 6, Speakers, 23-27. 

77, 138-140. Springfield, 111., 30, 59, 116, 141, 

Polling, advance, 56, 131, 132. 143. 

Portage, Wis., 25, 34. Staff, Chapter II. 

Postcards, 54. Standard tests, 39. 

Posters, 123. State appropriations, 2. 

Preparation of publicity ma- Statistics, presentation of, 80. 

TERiAL, 79-86. Study, H. P., 83. 

Press, the, 27-32, 76, 83, 84. Stuttgart, Ark., 29, 86, 120. 

Products of school work, 36, 37. Superintendent of schools, 1-4, 

Public, the, analyzed, Chapter 7, 9-12, 26, 41, 47, 82. 

III. Surveys, 43-46. 

[163] 



INDEX 



Tags, 124, 133, 134. 
Talbert, Wilford E., 4. 
Taxpayers, 5, 19, 30, 53, 63, 71, 

75, 122, 147-149. 
Teachers, value of good, 38, 64. 
Timing of campaign or drive, 20. 
Titles, 127, 128. 
Touton, F. C, vi. 
Training given by school work, 

37-38. 
Tulsa, Okla., 15, 30, 31, 52, 116. 

Value, money, of education, 

117-119, 147-149. 
Vasey, F. T., 35. 
Vote, getting out the, 91, 92. 
Voters, instructions to, 60, 

135-137. 



Visits by prominent people, 46- 
50. 

Watertown, Wis., 24, 48. 
West AUis, Wis., 38. 
West York, lU., 35, 42. 
Whiteford, J. A., 34. 
Wichita, Kan., 99, 100. 
Wilson, H. B., 34, 87. 
Window tags, 124. 
Wisconsin, v, vi, 3, 30. 
Womack, J. P., 47, 48. 
Women, 19, 46, 47, 98, 99. 
Worcester, Mass., 56,57,59,124,142. 
Workers, campaign, 58-60. 
Workers, factory and office, 20. 

Yakel, Ralph, 86. 



164] 



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